別再嚷嚷『學校怎麼教的都是以後用不到的理論！不知道這是不是你要的答案』，自己問自己：那家公司願意雇用笨蛋！
A: 單位來了位新人。主管要求他們去調查，其他學校XX系的國考錄取率。我說可以用今年考生或學生家長的身份去刺探敵情。未料，她打電話大剌剌地說：我是X校XX系，因為要評鑑資料，所以想知道貴系的國考錄取率。笨笨笨笨笨！
B: WOW! I thought that she called her boyfriend or mom for help. 我見過這類助理。You might tell her: 順便問對方有沒有缺。
A: 昨天還真的問到一家，不過對方晃點她說會再寄資料給她。
(一週後)
A: 最近那位新人有好消息了！甲校XX系系主任跟她說，必須先E其他學校的國考率給他，甲校才會回覆。結果新人興沖沖地把所有收集到的情報寄給了甲校XX系系主任。未料，甲校XX系系主任發現乙校XX系系主任尚未回覆，就給了一個不錯的回答：『因為乙校XX系都沒填，所以我們也不填，等乙校XX系回覆了，我們就回覆。』今天，那位新人氣炸了！
B: 甲校XX系系主任真是好樣的，不費力就取得他校的國考率資料，他是孔明後裔嗎？也許應該請他到訊息與談判課程，來一場協同教學，分享他這類草船借箭的絕活。我腦海閃過一幕，新人以那位童顏巨乳明星的嗲聲嗲氣語調，加上田中千惠在海角七號的獨特日本腔國語：『好討厭喲！他們都欺負我！』
以前看過一部浪漫日片，每年雨季來臨時，已逝的情人(竹田結子飾演)會出現。也許改成，雨季來了，笨人潮也隨即到來。
(borrowing some words from an old song, End of the World)
Don't they know
it is the end of the world
'cause stupid people are everywhere
Thursday, April 29, 2010
Tuesday, April 27, 2010
由簡短留言與回應 看邏輯推理之趣味與應用
無意間，在部落格捕捉到一小段有趣的留言與回應。
Miss A (who is a friend on internet whom I never met nor spoke to) posted on her blog: 我可以接受外貌不佳的人...但無法接受外貌不佳、學歷不高又內涵空空、談話LOW...的人..
Mr. B: 我也滾遠些
Miss A: Mr.B...你是外貌出色的人...什麼都沒有 也沒關係..
What exactly were on the mind of Miss A?
1. 她接受的人，也許有外貌不佳的人。
2. 如果外貌不佳的人，被她接受，他一定不能是
(i)學歷不高又內涵空空 且 (ii) 談話LOW...
所以
如果外貌不佳的人，被她接受，他可能是學歷不高又內涵空空，但是不會談話LOW...
如果外貌不佳的人，被她接受，他可能是學歷高或有內涵，但是談話LOW...
彙整得知，
外貌不佳的人，只要符合以下任一條件，就可能會被她接受：
(a)學歷高；(b)有內涵；(c)不會談話LOW...
此外，
外貌既不佳、學歷也不高又內涵空空且談話LOW...的人，則不可能會被她接受。
OS: 如此看來，她的標準不算嚴苛。
3. 由她對 Mr. B的友善回應，解讀為：外貌出色的人，一定會被她接受。緣此，不被她接受的人，一定是外貌不出色(即不佳)的人。所以，只要我們知道：張三不被她接受，就可推論，張三的外貌不出色(即不佳)。
OS: 此話一出，應該沒有人會坦承(或希望)「自己不被她接受」。她可以落個耳根清靜。
注意：這並不是說：任何外貌不出色(即不佳)的人，一定不會被她接受。
Question for further interest:
一般所謂的「外貌協會(會員)」，究竟指的是：
外貌出色的人，一定會被(她)接受
還是
會被(她)接受的人，一定是外貌出色
Miss A (who is a friend on internet whom I never met nor spoke to) posted on her blog: 我可以接受外貌不佳的人...但無法接受外貌不佳、學歷不高又內涵空空、談話LOW...的人..
Mr. B: 我也滾遠些
Miss A: Mr.B...你是外貌出色的人...什麼都沒有 也沒關係..
What exactly were on the mind of Miss A?
1. 她接受的人，也許有外貌不佳的人。
2. 如果外貌不佳的人，被她接受，他一定不能是
(i)學歷不高又內涵空空 且 (ii) 談話LOW...
所以
如果外貌不佳的人，被她接受，他可能是學歷不高又內涵空空，但是不會談話LOW...
如果外貌不佳的人，被她接受，他可能是學歷高或有內涵，但是談話LOW...
彙整得知，
外貌不佳的人，只要符合以下任一條件，就可能會被她接受：
(a)學歷高；(b)有內涵；(c)不會談話LOW...
此外，
外貌既不佳、學歷也不高又內涵空空且談話LOW...的人，則不可能會被她接受。
OS: 如此看來，她的標準不算嚴苛。
3. 由她對 Mr. B的友善回應，解讀為：外貌出色的人，一定會被她接受。緣此，不被她接受的人，一定是外貌不出色(即不佳)的人。所以，只要我們知道：張三不被她接受，就可推論，張三的外貌不出色(即不佳)。
OS: 此話一出，應該沒有人會坦承(或希望)「自己不被她接受」。她可以落個耳根清靜。
注意：這並不是說：任何外貌不出色(即不佳)的人，一定不會被她接受。
Question for further interest:
一般所謂的「外貌協會(會員)」，究竟指的是：
外貌出色的人，一定會被(她)接受
還是
會被(她)接受的人，一定是外貌出色
Saturday, April 24, 2010
Policy or Disclaimer
Sometimes I write stories (in the preliminary version) which might come from my dream land but sound so familiar and close to our lives. Digging out the truth won’t do us any good. If something is real, people tend to say that it is fictitious to protect innocents. If something is fictitious, people promote it by saying that the least expected will come to you anytime anyhow. Some readers might wish them to be true while some do not. I have hereby determined that publishing my preliminary thoughts here is acceptable for the following reasons:
1.I offer a disclaimer that the contents here are not intended to harm any reader in any way;
2.My posting offers the readership of this blog a chance to research into the involved issues at their own cost and risk, eventually fostering our understanding of the society;
3.The term “professionalism” calls for a profession -- i.e., a money-making activity. Nevertheless, this blog is a consuming asset rather than a producing asset -- i.e., I don't get a (bloody) dollar for doing this. So I can be as professional or unprofessional as I want.
(I borrow some words from a blog by Mr. Brian Gill.)
1.I offer a disclaimer that the contents here are not intended to harm any reader in any way;
2.My posting offers the readership of this blog a chance to research into the involved issues at their own cost and risk, eventually fostering our understanding of the society;
3.The term “professionalism” calls for a profession -- i.e., a money-making activity. Nevertheless, this blog is a consuming asset rather than a producing asset -- i.e., I don't get a (bloody) dollar for doing this. So I can be as professional or unprofessional as I want.
(I borrow some words from a blog by Mr. Brian Gill.)
由還錢談起 (To repay or not to repay -- that is the question)
由還錢談起 – Yes ... my dear friend lost in contact, I am thinking about you... and, to be specific, the money I lent to you some years ago
Prof. Jerry Liu is proud to be a weekend vendor. I admire him and admit that I am too impulsive to do something like that. On the top of that, I surely will exercise the price discrimination toward customers. In light of that, I might do something on which I seem to have comparative advantage (to some extent). Here is what I have in mind. Twice in a week or so, I shall post some crazy (or naive) thoughts here as open questions or questions that demand serious follow-ups rather than cheap answers.
Here is the first one:
期盼友人還錢，真的比中統一發票還難。可是，很多學生卻能輕鬆地說：『老師教過的，早就還給老師啦！』(難怪老師不易瘦身？) 緣此，應該調漲學費。保留知識、不還給老師的人，日後可以部份退費。至於還給老師的人，既然豪氣萬丈，當然不必退費給他們。會計室是最大贏家。
forgot to add: 當政客貪污、醫生與教授舞弊新聞爆發時，民代、教育界、民意異口同聲，要求他們以前的學校(e.g., NTU among others)，應該對倫理教育負責之時，怎麼沒想到，他們只是把學的東西，早就還給母校呢？To me, it is not much different from the situation at which quite a number of students taking my economics or professional writing courses already returned whatever they learned from me. No big deal.
如果是我當家，也許在英語初戀營的宣誓詞，加上:
敬天愛人；學多少、算多少、Never repay!
Prof. Jerry Liu is proud to be a weekend vendor. I admire him and admit that I am too impulsive to do something like that. On the top of that, I surely will exercise the price discrimination toward customers. In light of that, I might do something on which I seem to have comparative advantage (to some extent). Here is what I have in mind. Twice in a week or so, I shall post some crazy (or naive) thoughts here as open questions or questions that demand serious follow-ups rather than cheap answers.
Here is the first one:
期盼友人還錢，真的比中統一發票還難。可是，很多學生卻能輕鬆地說：『老師教過的，早就還給老師啦！』(難怪老師不易瘦身？) 緣此，應該調漲學費。保留知識、不還給老師的人，日後可以部份退費。至於還給老師的人，既然豪氣萬丈，當然不必退費給他們。會計室是最大贏家。
forgot to add: 當政客貪污、醫生與教授舞弊新聞爆發時，民代、教育界、民意異口同聲，要求他們以前的學校(e.g., NTU among others)，應該對倫理教育負責之時，怎麼沒想到，他們只是把學的東西，早就還給母校呢？To me, it is not much different from the situation at which quite a number of students taking my economics or professional writing courses already returned whatever they learned from me. No big deal.
如果是我當家，也許在英語初戀營的宣誓詞，加上:
敬天愛人；學多少、算多少、Never repay!
Friday, April 23, 2010
從心做起
最近電視台的談話性節目，一窩蜂地談論陸生來台與大陸學校向台灣優秀學生招手。幾位所謂的名嘴，滿臉憂愁，一直說政府再不拿錢出來，我國人才都跑光啦。
好多年前，讀過一篇文章，提到印度的經濟、統計人才之培養，令美加與歐洲讚不絕口。印度沒有好的硬體設施，有的是敬業態度。看看我們國家，中小學也要建一流的視訊會議廳，體育館、游泳池、電子跑馬燈看板，比比皆是。還有同學要求請假單全面e化，認為反正要求學校普設掃瞄器即可。(何不乾脆要求每校撥發一億元，大家植晶片？)觀念不改，穿金戴銀，還是不改草包內涵。教授與學生穿的是西服或套裝、細肩帶小可愛、脫鞋？不該是話題焦點。課程有沒有真材實料，才是重點。今天聽到學生談及某位老師，直誇她的好。我與她雖是點頭之交，也欣賞她這位老師。我不願、無法、也沒資格去討論她是不是好老師，但是我知道她的教學評量分數超高。令我失望的是，同學們認為她是好老師，理由竟然是「她不會驚醒上課睡覺的同學」。我帶諷刺語氣對同學說，這學期妳沒有她的課，睡眠也許不足吧？
以美國為例，這十年來，師生利用部落格(blog)交流，已經很普遍。沒有人會寫一段意見，然後加註：
Students in ECON101, please respond
這學期的訊息與談判實作，我透過作業，想激勵這類自由學風。可惜見到不少：
(請討論一下 "xxxxx")
(新題目) xxxxxx
(大家我改題目了!!!) xxxxxx
xxxxxx 請大家發表一下意見
然後一群好友來捧場，革命感情確實了不起(不會輸給電影色戒的那群流亡學生)。只是偶有搞笑來亂的、有文不對題的、有亂放電的、有斷章取義的 ... 我們老師的研究，不是這樣完成的。
也讓我想到：有時見到同學，在期末考試時，伏案小睡20~30分鐘，然後狂寫幾分鐘。原先以為同學蒙周公指點，功力大增。閱卷時，才發現只是重抄題目、抒發自己學習心得，最後祝福老師假期快樂、強調自己無法暑修、一定要準時畢業，才對得起父母與列代祖宗。如果 …如果我們的學生『拜託』老師給60分，老師『拜託』學生在期末評量客氣給分，這樣的學習環境，五年五千億的額外補助，也沒用！
好多年前，讀過一篇文章，提到印度的經濟、統計人才之培養，令美加與歐洲讚不絕口。印度沒有好的硬體設施，有的是敬業態度。看看我們國家，中小學也要建一流的視訊會議廳，體育館、游泳池、電子跑馬燈看板，比比皆是。還有同學要求請假單全面e化，認為反正要求學校普設掃瞄器即可。(何不乾脆要求每校撥發一億元，大家植晶片？)觀念不改，穿金戴銀，還是不改草包內涵。教授與學生穿的是西服或套裝、細肩帶小可愛、脫鞋？不該是話題焦點。課程有沒有真材實料，才是重點。今天聽到學生談及某位老師，直誇她的好。我與她雖是點頭之交，也欣賞她這位老師。我不願、無法、也沒資格去討論她是不是好老師，但是我知道她的教學評量分數超高。令我失望的是，同學們認為她是好老師，理由竟然是「她不會驚醒上課睡覺的同學」。我帶諷刺語氣對同學說，這學期妳沒有她的課，睡眠也許不足吧？
以美國為例，這十年來，師生利用部落格(blog)交流，已經很普遍。沒有人會寫一段意見，然後加註：
Students in ECON101, please respond
這學期的訊息與談判實作，我透過作業，想激勵這類自由學風。可惜見到不少：
(請討論一下 "xxxxx")
(新題目) xxxxxx
(大家我改題目了!!!) xxxxxx
xxxxxx 請大家發表一下意見
然後一群好友來捧場，革命感情確實了不起(不會輸給電影色戒的那群流亡學生)。只是偶有搞笑來亂的、有文不對題的、有亂放電的、有斷章取義的 ... 我們老師的研究，不是這樣完成的。
也讓我想到：有時見到同學，在期末考試時，伏案小睡20~30分鐘，然後狂寫幾分鐘。原先以為同學蒙周公指點，功力大增。閱卷時，才發現只是重抄題目、抒發自己學習心得，最後祝福老師假期快樂、強調自己無法暑修、一定要準時畢業，才對得起父母與列代祖宗。如果 …如果我們的學生『拜託』老師給60分，老師『拜託』學生在期末評量客氣給分，這樣的學習環境，五年五千億的額外補助，也沒用！
Thursday, April 22, 2010
A joke to make your day
女兒是爸爸上輩子的情人?
在飛機上，我跟一對父女坐同一排。
小女孩她爸，看得出約三十歲左右。小女孩，長得挺聰明可愛的，大概是小學一二年級。
空姐發食物了，小女孩兒一拿到，非常高興的打開吃，想必是餓壞了。
父親：「你謝謝阿姨沒？」
小女孩很可愛的說：「謝謝阿姨」
父親：「跟阿姨說，阿姨你真漂亮。」
小女孩這時語氣變了：「“阿姨，我爸說你真漂亮。我爸每次看到美女就會這樣」
她爸爸楞了一下.....
空姐聽的高興的說：你問問爸爸是要牛肉飯還是雞蛋麵？
小女孩依然還是那腔調：不用啦，他看見美女就飽了。
空姐很尷尬的說：那就牛肉飯吧。
然後空姐走了.......
這父女倆又說上了，可語氣完全不是父女，而是好像很好的哥兒們或是姐妹掏鬥嘴的那種，小女孩說話也好像是個小大人。
她爸爸：我剛才是那麼說的嗎？
小女孩：好了啦，我還不知道你心裏在想些什麼啊！你能不能不要這樣啊，只要我媽一不在，你就開始了，你覺得你這樣好嗎？
她爸爸臉都綠了說：再廢話我以後再也不帶你出來！
小女孩：哎呀，您還是趁早不要帶我出來好了。我現在就覺得我在這裏是多餘的。像你這種男人當初我媽願意嫁給你就該偷笑吧。人家都說女兒是爸爸上輩子的情人，我就感到奇怪了，我上輩子是不是瞎了眼不然怎麼看上你呢？
旁邊的人全都低頭偷笑，飯也差點噴出來了!
Source: 網路文章；來源無法考證。美女友人 Jewel Lee 熱心分享。如有無聊狗仔小人，想要提告侵害智慧財產權，先去告Jewel Lee 看看。
Postscript:
1.基督徒是不相信輪迴轉世的。如果我不是基督徒，這種說法，也有些盲點 -- 爸爸上輩子的長相與態度，未必與現在一樣。此外，女兒上輩子，說不一定是宇宙無敵超級大恐龍妹耶！
2.就策略談判而言，這段對話，可能已經讓空姐印象深刻。應該遠遠勝過「爸爸直接問空姐：我可以與妳交朋友嗎」！
在飛機上，我跟一對父女坐同一排。
小女孩她爸，看得出約三十歲左右。小女孩，長得挺聰明可愛的，大概是小學一二年級。
空姐發食物了，小女孩兒一拿到，非常高興的打開吃，想必是餓壞了。
父親：「你謝謝阿姨沒？」
小女孩很可愛的說：「謝謝阿姨」
父親：「跟阿姨說，阿姨你真漂亮。」
小女孩這時語氣變了：「“阿姨，我爸說你真漂亮。我爸每次看到美女就會這樣」
她爸爸楞了一下.....
空姐聽的高興的說：你問問爸爸是要牛肉飯還是雞蛋麵？
小女孩依然還是那腔調：不用啦，他看見美女就飽了。
空姐很尷尬的說：那就牛肉飯吧。
然後空姐走了.......
這父女倆又說上了，可語氣完全不是父女，而是好像很好的哥兒們或是姐妹掏鬥嘴的那種，小女孩說話也好像是個小大人。
她爸爸：我剛才是那麼說的嗎？
小女孩：好了啦，我還不知道你心裏在想些什麼啊！你能不能不要這樣啊，只要我媽一不在，你就開始了，你覺得你這樣好嗎？
她爸爸臉都綠了說：再廢話我以後再也不帶你出來！
小女孩：哎呀，您還是趁早不要帶我出來好了。我現在就覺得我在這裏是多餘的。像你這種男人當初我媽願意嫁給你就該偷笑吧。人家都說女兒是爸爸上輩子的情人，我就感到奇怪了，我上輩子是不是瞎了眼不然怎麼看上你呢？
旁邊的人全都低頭偷笑，飯也差點噴出來了!
Source: 網路文章；來源無法考證。美女友人 Jewel Lee 熱心分享。如有無聊狗仔小人，想要提告侵害智慧財產權，先去告Jewel Lee 看看。
Postscript:
1.基督徒是不相信輪迴轉世的。如果我不是基督徒，這種說法，也有些盲點 -- 爸爸上輩子的長相與態度，未必與現在一樣。此外，女兒上輩子，說不一定是宇宙無敵超級大恐龍妹耶！
2.就策略談判而言，這段對話，可能已經讓空姐印象深刻。應該遠遠勝過「爸爸直接問空姐：我可以與妳交朋友嗎」！
又有天兵提供靈感 -- 見怪不怪、該怪不怪、要怪就怪別人
Student L:
學校沒有充分的說明去實習的學習內容，只是一味的宣揚實習會增加未來工作的實務經歷，這樣是否為變相的誘導學生呢?
jsw:
如果以上邏輯是對的，試問，
被抓到的捷運襲胸色狼：『上面露半球、背部露丁字褲的辣妹，也沒充分說明她不是穿來勾引我，只是一味的賣弄、刺激我的生理反應，這樣是否為變相的誘導我這一類的好男孩呢?』
Student H:
以這樣的邏輯，全天下再也沒有人會侵犯上面露半球、背部露丁字褲的辣妹，而被視為色狼了。因為他們都是好男孩!
jsw:
H 寫道：『全天下再也沒有人會侵犯上面露半球、背部露丁字褲的辣妹，而被視為色狼了。』
建議H去修中文寫作
Student L:
To H: 若是穿著很性感的女生引起男生的生理反應，你可以解釋成為女生在誘導男生，目前為止都和我的邏輯相當，但是若男生做出不法的動作，就不一樣了。這就關系到法律的問題!!
舉例:
電玩游戲代言人或是主持人都要找身材窈窕或是穿著清涼的女性來擔任，廠商就是想吸引男性加入游戲。(以上電玩代言人是有薪資的誘因才會穿著清涼，而廠商也是有不確定性的收益;等同於學校會有一定的產學合作企劃，而同學則是有不確定性的學習成效)⋯⋯
Student H:
To L: 以邏輯思考，變相誘導學生就好比老師舉例的"變相誘導我這一類的好男孩"，因為沒有充分的說明去實習的學習內容只是一味的宣揚實習會增加未來工作的實務經歷就像老師舉例的"被抓到的捷運襲胸色狼：上面露半球、背部露丁字褲的辣妹，也沒充分說明她不是穿來勾引我，只是一味的賣弄、刺激我的生理反應"
老師只是對你敘述句子的邏輯性，跟捷運色狼論是不是有異曲同工的感覺。
如果老師敘述的話，可做為襲胸犯罪者澄清自己並不是色狼而是好男孩，那被抓到的捷運色狼，都可以在襲胸後說:我並不是甚麼色狼，會襲胸並不是我願意的，是因為我被人誘導後才會做出襲胸的動作的，不應該直接稱我這類的好男孩為色狼。
jsw to H (or should I direct it to L):
Were you drinking again while posting? Here is my advice often given for writing class: 逐字唸你寫的，錄音後成沉澱一天，然後聽錄音、不看螢幕，你會覺得這是外國人在說話。Time to stop and move on. In closing, let me make clear once and for all that I was just trying to point out the problem with logical reasoning in student L's comment. 總之，我發現有人中文閱讀與寫作，有大問題。
當學校提供實習機會，除了基本說明之外，基於誘因或行銷技巧，當然會為實習遠景美言好幾句。學校提供學生一個自我選擇的機會，結果選擇實習的學生，竟然大剌剌質疑學校在變相的誘導學生！所以我舉辣妹為例，假設辣妹有自信，穿出性感，當然希望她心儀的男孩會注意與接近她。如果你長相愛國、個性悶騷又愛意淫，(正所謂)不是她的菜，你去襲胸被逮，你的理由是辣妹在放電、變相的引誘大家，也沒有充分告知 (1)你不是她的菜 (2)乳溝與股溝僅供遠觀。這樣的色狼，豈不是白癡？
我當然不是在鼓勵色狼，或是幫色狼脫罪。我是採用類此推論 (A:B = C:D)，告訴 Student L，她的思考模式，讓我想到那位既是色狼、又是白癡的虛擬人物。
學校沒有充分的說明去實習的學習內容，只是一味的宣揚實習會增加未來工作的實務經歷，這樣是否為變相的誘導學生呢?
jsw:
如果以上邏輯是對的，試問，
被抓到的捷運襲胸色狼：『上面露半球、背部露丁字褲的辣妹，也沒充分說明她不是穿來勾引我，只是一味的賣弄、刺激我的生理反應，這樣是否為變相的誘導我這一類的好男孩呢?』
Student H:
以這樣的邏輯，全天下再也沒有人會侵犯上面露半球、背部露丁字褲的辣妹，而被視為色狼了。因為他們都是好男孩!
jsw:
H 寫道：『全天下再也沒有人會侵犯上面露半球、背部露丁字褲的辣妹，而被視為色狼了。』
建議H去修中文寫作
Student L:
To H: 若是穿著很性感的女生引起男生的生理反應，你可以解釋成為女生在誘導男生，目前為止都和我的邏輯相當，但是若男生做出不法的動作，就不一樣了。這就關系到法律的問題!!
舉例:
電玩游戲代言人或是主持人都要找身材窈窕或是穿著清涼的女性來擔任，廠商就是想吸引男性加入游戲。(以上電玩代言人是有薪資的誘因才會穿著清涼，而廠商也是有不確定性的收益;等同於學校會有一定的產學合作企劃，而同學則是有不確定性的學習成效)⋯⋯
Student H:
To L: 以邏輯思考，變相誘導學生就好比老師舉例的"變相誘導我這一類的好男孩"，因為沒有充分的說明去實習的學習內容只是一味的宣揚實習會增加未來工作的實務經歷就像老師舉例的"被抓到的捷運襲胸色狼：上面露半球、背部露丁字褲的辣妹，也沒充分說明她不是穿來勾引我，只是一味的賣弄、刺激我的生理反應"
老師只是對你敘述句子的邏輯性，跟捷運色狼論是不是有異曲同工的感覺。
如果老師敘述的話，可做為襲胸犯罪者澄清自己並不是色狼而是好男孩，那被抓到的捷運色狼，都可以在襲胸後說:我並不是甚麼色狼，會襲胸並不是我願意的，是因為我被人誘導後才會做出襲胸的動作的，不應該直接稱我這類的好男孩為色狼。
jsw to H (or should I direct it to L):
Were you drinking again while posting? Here is my advice often given for writing class: 逐字唸你寫的，錄音後成沉澱一天，然後聽錄音、不看螢幕，你會覺得這是外國人在說話。Time to stop and move on. In closing, let me make clear once and for all that I was just trying to point out the problem with logical reasoning in student L's comment. 總之，我發現有人中文閱讀與寫作，有大問題。
當學校提供實習機會，除了基本說明之外，基於誘因或行銷技巧，當然會為實習遠景美言好幾句。學校提供學生一個自我選擇的機會，結果選擇實習的學生，竟然大剌剌質疑學校在變相的誘導學生！所以我舉辣妹為例，假設辣妹有自信，穿出性感，當然希望她心儀的男孩會注意與接近她。如果你長相愛國、個性悶騷又愛意淫，(正所謂)不是她的菜，你去襲胸被逮，你的理由是辣妹在放電、變相的引誘大家，也沒有充分告知 (1)你不是她的菜 (2)乳溝與股溝僅供遠觀。這樣的色狼，豈不是白癡？
我當然不是在鼓勵色狼，或是幫色狼脫罪。我是採用類此推論 (A:B = C:D)，告訴 Student L，她的思考模式，讓我想到那位既是色狼、又是白癡的虛擬人物。
英文、創意、理論、實務、性 -- 2010雜念
A student, to my surprise, scored 240 points in 大專英檢（CSEPT）, could not understand
"All I can and will say is: Watch out the high opportunity costs of dealing with trash."
Well, maybe he was just lying.
也驚訝現在的學生，不知讀莊子或林語堂的書，難怪沒有創意思考能力。不喜歡的，就是理論。沒有被要求到的，就是自己最喜歡追求的實務。可是，理論二字，也有保護罩的功能。假設我開一門棒球課，學期已經過了1/3，還沒教投球與揮棒。有人質疑，我就說：『理論基礎很重要啊，我要先教基礎與基本功。』
常見不入流的業界人士與政府官員，一直說學校要幫學生的未來雇主，教導學生實務的能力。自己政策推動不力或是公司虧損時，就推說：『理論上，不該這樣啊。』
Robert Solow once joked about Milton Friedman by writing something like: “Milton always writes about money (貨幣). Well, sex is constantly on my mind but I keep it away from my writing.” Since I am not Solow, I shall write a little bit about sex. And it is my blog, meaning that I can say whatever I want.
在我是學生的年代，健康教育都是偷偷地、仔細地讀完，絕大多數同學在20歲以前，還沒性經驗，也不會吹噓或假裝純真。當今的大學生，就不一樣了。請問：『關於那檔事 … 在我是學生的年代，我們是重理論；在30年後的今天，學生是重實務。』這樣敘述，可以嗎？
上週，Alex 與我幾秒鐘腦力激盪，產生一小品： 『我不是不會扣籃，只是目前還在鑽研理論的部份。』
Back to late 1980s, when I was a graduate student at Purdue. It was quite common (and possibly still is now) to see that students often shied away from taking theory courses (kind of dry). Recall that a decrease in supply will make the price go up. When theorists were hard to find, some students would brag about their expertise in theory. Professor James C. Moore, who was a solid economist (specializing in math econ and trade theory) and my role model for years, once said: “Do not claim you are a theorist unless you really are.” I still remember the reaction on the faces of those senior graduate students. It was a cold winter morning and the room was central-heated. After his words, the room was cold as outdoors and one could almost hear one's heart beat. Bingo!
"All I can and will say is: Watch out the high opportunity costs of dealing with trash."
Well, maybe he was just lying.
也驚訝現在的學生，不知讀莊子或林語堂的書，難怪沒有創意思考能力。不喜歡的，就是理論。沒有被要求到的，就是自己最喜歡追求的實務。可是，理論二字，也有保護罩的功能。假設我開一門棒球課，學期已經過了1/3，還沒教投球與揮棒。有人質疑，我就說：『理論基礎很重要啊，我要先教基礎與基本功。』
常見不入流的業界人士與政府官員，一直說學校要幫學生的未來雇主，教導學生實務的能力。自己政策推動不力或是公司虧損時，就推說：『理論上，不該這樣啊。』
Robert Solow once joked about Milton Friedman by writing something like: “Milton always writes about money (貨幣). Well, sex is constantly on my mind but I keep it away from my writing.” Since I am not Solow, I shall write a little bit about sex. And it is my blog, meaning that I can say whatever I want.
在我是學生的年代，健康教育都是偷偷地、仔細地讀完，絕大多數同學在20歲以前，還沒性經驗，也不會吹噓或假裝純真。當今的大學生，就不一樣了。請問：『關於那檔事 … 在我是學生的年代，我們是重理論；在30年後的今天，學生是重實務。』這樣敘述，可以嗎？
上週，Alex 與我幾秒鐘腦力激盪，產生一小品： 『我不是不會扣籃，只是目前還在鑽研理論的部份。』
Back to late 1980s, when I was a graduate student at Purdue. It was quite common (and possibly still is now) to see that students often shied away from taking theory courses (kind of dry). Recall that a decrease in supply will make the price go up. When theorists were hard to find, some students would brag about their expertise in theory. Professor James C. Moore, who was a solid economist (specializing in math econ and trade theory) and my role model for years, once said: “Do not claim you are a theorist unless you really are.” I still remember the reaction on the faces of those senior graduate students. It was a cold winter morning and the room was central-heated. After his words, the room was cold as outdoors and one could almost hear one's heart beat. Bingo!
Prescribed Task vs. Realized Outcome
C同學問起點名之事，我決定先試著說明，該制度的設計者，當時可能的想法：『在設計點名制度時，請假不是常態, …』。
結果L同學回應：『請假真的是少數案例嗎?你可以去問問看老師嗎?』.
Unbelievable! 也許我們先不急於國際化，應該先提升同學的中文閱讀能力。
醫生接生嬰兒時，大家都會誇讚祝福嬰兒。嬰兒成長為有用的人，這是 prescribed task. 有些人不幸成為智障、敗類、人渣、人魔，這是 realized outcome. 有人分不清楚 prescribed task 與 realized outcome?? 讓我想到：吃了會拉，何不直接吃屎？ 還有情歌裡的：早知會分手，當初就不該愛你。
Conclusion: The economy may not be bad as thought. 因為一堆人吃飯免錢
Note:
1.吃飯免錢 = 白吃 = 白癡 (因為寫錯字)
2.去年指導一組同學，寫畢業專題，題目是：論「釋放訊號」在大學校園的認知 -- 以文藻點名制度為例。同學告訴我，一位小主管明白指出，研究點名這類議題，與國際企業管理不相關，似乎把這份專題報告視為家醜。(The rest is history.) 不到半年時間，由UB3同學的電郵發問，顯示他真是多慮 -- 連同系學弟妹都完全不知這份專題報告！令人啼笑皆非。
結果L同學回應：『請假真的是少數案例嗎?你可以去問問看老師嗎?』.
Unbelievable! 也許我們先不急於國際化，應該先提升同學的中文閱讀能力。
醫生接生嬰兒時，大家都會誇讚祝福嬰兒。嬰兒成長為有用的人，這是 prescribed task. 有些人不幸成為智障、敗類、人渣、人魔，這是 realized outcome. 有人分不清楚 prescribed task 與 realized outcome?? 讓我想到：吃了會拉，何不直接吃屎？ 還有情歌裡的：早知會分手，當初就不該愛你。
Conclusion: The economy may not be bad as thought. 因為一堆人吃飯免錢
Note:
1.吃飯免錢 = 白吃 = 白癡 (因為寫錯字)
2.去年指導一組同學，寫畢業專題，題目是：論「釋放訊號」在大學校園的認知 -- 以文藻點名制度為例。同學告訴我，一位小主管明白指出，研究點名這類議題，與國際企業管理不相關，似乎把這份專題報告視為家醜。(The rest is history.) 不到半年時間，由UB3同學的電郵發問，顯示他真是多慮 -- 連同系學弟妹都完全不知這份專題報告！令人啼笑皆非。
Thursday, March 25, 2010
難得見到同學對教室管理的意見 (from a mini series of comments on facebook)
jsw: "親愛的衛老師，請問你認不認同上課的時候，少數同學以"噓聲"來警惕其他少數同學討論功課的作法？" 以上是路人甲同學問我的問題。
我猜測他是認真的問，我當然是要認真的答。What do I think? 討論功課是好事，只是不該在課堂上進行，老師拿鐘點費，是唯一的供給者。如果我得罪玉皇大帝，被罰去教棒球，我會要求同學先跑三千公尺，耗掉20分鐘，然後將同學分組，討論30分鐘，然後每組負責人報告或示範，接著開放集體討論。我最後總結，誇讚這是教過最好的一班。重點是一學期下來，沒有人會注意到 ... 我根本不懂棒球！
Miss T:恩，我還是會繼續討論的，哈!!!
jsw: Dear Miss T, 還好妳不在我課堂上 ....... 我的噓聲不夠力 得靠橡皮筋來制止討論聲 相信大家可以諒解 哈!!!
Mr. P: 基本上我同意老師所說的：討論功課是好事，只是不該在課堂上進行。我想這是我們都知道的，但也都是許多人所做不到的，我想少數同學以"噓聲"作為警惕，可其實這對老師、以及其他認真且安靜上課的同學相當不禮貌，畢竟噓聲在國際禮儀所代表的含意實在不佳，所以那些想警惕討論功課的人是否有更好的辦法？我個人淺見是，老師上課要是被吵雜聲吵到不能上課，便會安靜，這時班上的聲音頓時少了麥克風的音量，我想同學們應會有自知之明察覺要安靜，以回復正常上課秩序！
jsw: Mr. P, When did you begin to observe class activities? haha I am impressed although I still have reasonable doubt. 這幾年我一直有奇想 -- 讓椅子可通輕微的電力。別笑 也許有一天會實現。不過，聰明的美少女如 Miss T (see comment left above) 會備妥絕緣衣物。緣此，還是橡皮筋最合成本效益原則。
Mr. P: 好方法，太棒了，我愛你！！
jsw: Dear Mr. P, With all due respect, how many times do I have to tell you... do not say that you love me since I do not love you. Do you know that LOVE is an expensive good? After all, you do not love me, you just love to claim that you love me. So, stop making such a false claim.
Mr. P sent a hyperlink 劉若英的歌『我等你』 (Youtube)
jsw: Dearest Mr. P, 我當然知道劉若英，一點點喜歡她、不至於愛她。 你還是別煩我吧。不然 我請 Richard 在導生晤談簿誠實記載： 『P同學愛上男老師』 保證你以後要勤跑輔導中心 -- trust me! You won't like that. 陳副座要你們勤跑外語診斷中心，不是輔導中心！
Mr. P: 好吧 cry cry
落幕 Happy ending.
我猜測他是認真的問，我當然是要認真的答。What do I think? 討論功課是好事，只是不該在課堂上進行，老師拿鐘點費，是唯一的供給者。如果我得罪玉皇大帝，被罰去教棒球，我會要求同學先跑三千公尺，耗掉20分鐘，然後將同學分組，討論30分鐘，然後每組負責人報告或示範，接著開放集體討論。我最後總結，誇讚這是教過最好的一班。重點是一學期下來，沒有人會注意到 ... 我根本不懂棒球！
Miss T:恩，我還是會繼續討論的，哈!!!
jsw: Dear Miss T, 還好妳不在我課堂上 ....... 我的噓聲不夠力 得靠橡皮筋來制止討論聲 相信大家可以諒解 哈!!!
Mr. P: 基本上我同意老師所說的：討論功課是好事，只是不該在課堂上進行。我想這是我們都知道的，但也都是許多人所做不到的，我想少數同學以"噓聲"作為警惕，可其實這對老師、以及其他認真且安靜上課的同學相當不禮貌，畢竟噓聲在國際禮儀所代表的含意實在不佳，所以那些想警惕討論功課的人是否有更好的辦法？我個人淺見是，老師上課要是被吵雜聲吵到不能上課，便會安靜，這時班上的聲音頓時少了麥克風的音量，我想同學們應會有自知之明察覺要安靜，以回復正常上課秩序！
jsw: Mr. P, When did you begin to observe class activities? haha I am impressed although I still have reasonable doubt. 這幾年我一直有奇想 -- 讓椅子可通輕微的電力。別笑 也許有一天會實現。不過，聰明的美少女如 Miss T (see comment left above) 會備妥絕緣衣物。緣此，還是橡皮筋最合成本效益原則。
Mr. P: 好方法，太棒了，我愛你！！
jsw: Dear Mr. P, With all due respect, how many times do I have to tell you... do not say that you love me since I do not love you. Do you know that LOVE is an expensive good? After all, you do not love me, you just love to claim that you love me. So, stop making such a false claim.
Mr. P sent a hyperlink 劉若英的歌『我等你』 (Youtube)
jsw: Dearest Mr. P, 我當然知道劉若英，一點點喜歡她、不至於愛她。 你還是別煩我吧。不然 我請 Richard 在導生晤談簿誠實記載： 『P同學愛上男老師』 保證你以後要勤跑輔導中心 -- trust me! You won't like that. 陳副座要你們勤跑外語診斷中心，不是輔導中心！
Mr. P: 好吧 cry cry
落幕 Happy ending.
Thursday, March 11, 2010
天兵也會貢獻靈感
天兵秦同學 (I truly do not want to reveal his identity) 在FB留了些蠻白目的話，我用暗喻提醒他，此類留言，應該匿名行之。沒想到，天兵竟追問：要如何匿名留言啊？
認真想想，真是好問題耶。
Here are my suggestions.
(1). Put all those trash/garbage talk on Word document and submit it electronically to the newspaper with a pen name that can strongly convince the editor that the author is some idiot. Since most people will never admit that they are idiots, the editor might take special interest in checking it out immediately. Pen name must be used since you have no right to ruin the reputation of your school or work place.
If (1) does not work (and I bet in any amount of money that it won't), try (2).
(2). Write all those trash/garbage talk on toilet papers. Use them to wipe your butt and flush them to the toilet. It is nice because you can do it daily. By doing so, you will accomplish the task of bringing 'talking shits' and 'real shits' together. It also leaves no evidence and comply with the recycling policy. In addition, if you use heavy ink while writing and wipe hard on your butt, names of those in the context might be accidentally printed on your butt. In a way, one could say that someone is kissing your ass. Is that amazing or what?
認真想想，真是好問題耶。
Here are my suggestions.
(1). Put all those trash/garbage talk on Word document and submit it electronically to the newspaper with a pen name that can strongly convince the editor that the author is some idiot. Since most people will never admit that they are idiots, the editor might take special interest in checking it out immediately. Pen name must be used since you have no right to ruin the reputation of your school or work place.
If (1) does not work (and I bet in any amount of money that it won't), try (2).
(2). Write all those trash/garbage talk on toilet papers. Use them to wipe your butt and flush them to the toilet. It is nice because you can do it daily. By doing so, you will accomplish the task of bringing 'talking shits' and 'real shits' together. It also leaves no evidence and comply with the recycling policy. In addition, if you use heavy ink while writing and wipe hard on your butt, names of those in the context might be accidentally printed on your butt. In a way, one could say that someone is kissing your ass. Is that amazing or what?
Wednesday, March 03, 2010
Real GPA vs. Nominal GPA -- who is going to buy them?
Accidentally I found the following (not-so-new) quote from internet.
‘Less than 2 percent of grades given at elite institutions are D's or F's, and that at schools such as Pomona, Duke, Harvard and Columbia, about half of all grades are A's. … Harvey Mansfield Jr., a Harvard government professor, has tried on his own to draw attention to the problem by giving his students two grades — one that's officially reported for transcripts and another, lower, that reflects what he feels they truly earned. "I remember when a B was an honors grade — today a B-minus is a slap in the face," Mansfield says. "I still give two grades. When I stop, that's when you'll know we've started to make progress."’
Let’s face it. Who on earth (or on campus?) will care if I assign two grades – one nominal and another real?
The website created by Stuart Rojstaczer, a professor of environmental science at Duke, www.GradeInflation.com, contains very interesting data of many universities in USA. [For instance, at Purdue, GPA ave is 2.71 in 1980 and 1990; 2.81 in 2006. At Princeton, ave is 3.13 in 1980; 3.22 in 1990; 3.27 in 2006. At FIU, ave is 2.72 in 2006. At Cornell, ave is 3.13 in 1990; 3.36 in 2006. At Harvard, ave is 3.05 in 1975; 3.30 in 1990; 3.45 in 2005. At Vanderbilt, ave is 3.28 in 2006. At Nebraska-Lincoln, ave is 3.07 in 2006. At Duke, ave is 3.02 in 1980; 3.21 in 1990; 3.42 in 2006. At U. of Oregon, ave is 2.95 in 1992; 3.10 in 2004. At U. of Minnesota, ave is 2.77 in 1970; 2.88 in 1980; 2.83 in 1990; 2.95 in 1997. At Middlebury, ave is 3.10 in 1990; 2.29 in 2000; 3.34 in 2004. At Lehigh, ave is 2.6 in 1972; 2.97 in 2000; 3.15 in 2007. At Ohio University, ave is 2.66 in 1986; 2.82 in 1990; 3.01 in 2004.] Now I remember why, as a graduate student in the 80s, I was so eager to study at places such as Purdue and Minnesota. Professor M. Watts, who was the course coordinator while I served as a graduate instructor, did a good job then (and afterwards).
The following links might be of some interest.
http://www.usatoday.com/news/education/2007-03-27-princeton-grades_N.htm
http://www.erinoconnor.org/archives/2003/03/blowing_up_grad.html
Another research topic is the teaching evaluation inflation.
‘Less than 2 percent of grades given at elite institutions are D's or F's, and that at schools such as Pomona, Duke, Harvard and Columbia, about half of all grades are A's. … Harvey Mansfield Jr., a Harvard government professor, has tried on his own to draw attention to the problem by giving his students two grades — one that's officially reported for transcripts and another, lower, that reflects what he feels they truly earned. "I remember when a B was an honors grade — today a B-minus is a slap in the face," Mansfield says. "I still give two grades. When I stop, that's when you'll know we've started to make progress."’
Let’s face it. Who on earth (or on campus?) will care if I assign two grades – one nominal and another real?
The website created by Stuart Rojstaczer, a professor of environmental science at Duke, www.GradeInflation.com, contains very interesting data of many universities in USA. [For instance, at Purdue, GPA ave is 2.71 in 1980 and 1990; 2.81 in 2006. At Princeton, ave is 3.13 in 1980; 3.22 in 1990; 3.27 in 2006. At FIU, ave is 2.72 in 2006. At Cornell, ave is 3.13 in 1990; 3.36 in 2006. At Harvard, ave is 3.05 in 1975; 3.30 in 1990; 3.45 in 2005. At Vanderbilt, ave is 3.28 in 2006. At Nebraska-Lincoln, ave is 3.07 in 2006. At Duke, ave is 3.02 in 1980; 3.21 in 1990; 3.42 in 2006. At U. of Oregon, ave is 2.95 in 1992; 3.10 in 2004. At U. of Minnesota, ave is 2.77 in 1970; 2.88 in 1980; 2.83 in 1990; 2.95 in 1997. At Middlebury, ave is 3.10 in 1990; 2.29 in 2000; 3.34 in 2004. At Lehigh, ave is 2.6 in 1972; 2.97 in 2000; 3.15 in 2007. At Ohio University, ave is 2.66 in 1986; 2.82 in 1990; 3.01 in 2004.] Now I remember why, as a graduate student in the 80s, I was so eager to study at places such as Purdue and Minnesota. Professor M. Watts, who was the course coordinator while I served as a graduate instructor, did a good job then (and afterwards).
The following links might be of some interest.
http://www.usatoday.com/news/education/2007-03-27-princeton-grades_N.htm
http://www.erinoconnor.org/archives/2003/03/blowing_up_grad.html
Another research topic is the teaching evaluation inflation.
Monday, March 01, 2010
Syllabus for Workshop on Information and Negotiation (Spring 2010)
(to be read backwards. That is, view the jpg file on the bottom first)
Friday, February 26, 2010
由難得的共識談起
一開學的會議後，幾位感同身受的老師，難得痛快地分享對教學評量的感受。有人說要應該對得到 4.9 (out of a perfect 5)的老師擴大表揚 (OS: 給他專用廁所、施予斷層掃瞄更好)；我還是舊調重提，認為全校平均4.26 (OS: 即將受到退場機制衝擊的學校，其平均值也是在4.0以上)，不可思議。往好處想，我們的學生應該沒有抱怨的理由啊，難怪校園一片祥和、沒人刮老師的車、沒人跳樓、也不必擔心斧頭或開山刀，KTV生意興隆。大家可能看過一段極浪漫的文字："魚對水說，你看不到我的眼淚，因為我在水裏；水對魚說，我能感覺到你的眼淚，因為你在我心裏。"
以類比法改寫：少數對我給分失望的同學說，老師你不知我的痛，因為你總是面對成績冊。我說：我能感受你的痛，因為你給我的評量，永遠在我的考績檔案裡。haha I like it!
P.S. 其實，在我的母校(Purdue)，老師對優良教師的頭銜，多是敬而遠之。When I was an Assistant Professor teaching in USA, I was also naive (even stupid) to believe that professors should focus on teaching first. After a decade or so, I now realize that even in these days, the lack of having a good judgement on the quality of teaching (let alone the red tape) forces professors to justify and secure their existence (including paychecks) by engaging in research activities which can be better appraised by better people in better places for many years to come.
以類比法改寫：少數對我給分失望的同學說，老師你不知我的痛，因為你總是面對成績冊。我說：我能感受你的痛，因為你給我的評量，永遠在我的考績檔案裡。haha I like it!
P.S. 其實，在我的母校(Purdue)，老師對優良教師的頭銜，多是敬而遠之。When I was an Assistant Professor teaching in USA, I was also naive (even stupid) to believe that professors should focus on teaching first. After a decade or so, I now realize that even in these days, the lack of having a good judgement on the quality of teaching (let alone the red tape) forces professors to justify and secure their existence (including paychecks) by engaging in research activities which can be better appraised by better people in better places for many years to come.
Wednesday, February 24, 2010
Here comes Spring term in 2010
Q: 為何不見備課時間？
A: (1)熟悉到不需準備 (2)當下的教學評量無法彰顯備課的準備心血 (3)真正在乎的人還沒站出來發聲 (4)準備愈多、抱怨聲愈高 (5)不希望加重無心學習的繳費者之內疚 (6)有學生難過說：我辛苦唸得痛不欲生，老師沒本事讓我過關。所以，坦承用心準備的老師，豈不是丟臉到家嗎 (7)All of the above。
也許有人納悶：如果老師只是臭屁無知、不備課，真能撐過一學期嗎？
Ans:
如果政府高官在立法院被質詢時，請立委自我介紹給新科立委，就輕鬆愉快過了一天(甚至一會期?) 如果新任總統與每位選民意見交流半小時，整個四年任期也就填滿啦。所以安排每位同學自述對課程的背景了解與期望，再逐一請其他同學評論。即使是120人的大班授課，也能填滿一學期的內容。整學期，除了互動，還是互動。WOW! 大家應該都可以去電機系、醫學系、物理系當老師或學生了。是不是該透過友人傳訊給帥氣的金小刀，不用花錢費力去補吳先生的遺缺，用這裡的偏方即可？
橫批：快樂與卓越
Saturday, January 16, 2010
Solution to Final Exam -- 被外行人刪除的課程 Microeconomics (F2009, Wenzao)
★★★★ Solution to Final Exam (Int’l Business Administration, WUCL) ★★★★
Fall 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
個體經濟學 (Microeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
3:30 pm ~ 5:15 pm, Wednesday, January 13, 2010
Open books/notes exam. You can consult dictionary of any kind from 3:30 pm to 4:10 pm only. This is intended to creative incentives for you to read materials before the test, not during the test.不可參閱中文書籍與中譯本。教科書影印本，更在嚴禁範圍內。For questions 1 to 30, choose the most appropriate one from four alternatives. Three points for each. Questions 31~33 are analytical questions. Total: 120 points. 題目較靈活、非填鴨式，宜有系統地依序作答。
1. Imagine that you were a vendor of selling coffee at some festival (園遊會) from Monday thru Friday. On each day you had to pay NTD500 in advance for (renting) coffee maker, kitchen facilities, chairs, tables, water and electricity usage (all in one package). On Monday, you paid NTD3,000 for purchasing coffee beans, sugar, milk, and paper cups. All were exhausted at the end of Wednesday. In the early morning on Thursday, you made another (補貨) trip to buy coffee beans, sugar, milk, and paper cups, which cost you NTD5,000. At the end of Friday, luckily all were exhausted. Each day you hired a part-time worker at the cost of NTD1,000 daily. Before the festival, you earned NTD2,000 daily by working at some coffee shop. Assume that you asked 5 days off in order to sell coffee at festival. Those are all we know about your cost structure. From Monday thru Wednesday you sold 100 cups daily; from Thursday to Friday you sold 200 cups daily. The price of coffee was fixed at NTD50 per cup throughout. [This question and some following it were conceived by a stimulating conversation with Mr. Chu, also a student in this class.] Treating those five days as the period of running business, your fixed cost was
(A) 500;
(B) 2,500;
(C) 7,500;
(D) 25,500.
Ans: B. [Note that another (less plausible) way of doing it is to treat salaries paid to part-time helper and your foregone salaries as part of your fixed cost. In that way, the answer becomes 17,500 (= 2,500 + (1,000)(5) + (2,000)(5)).]
2. [continued from question 1] Treating those five days as the period of running business, your variable cost was
(A) 10,000;
(B) 15,000;
(C) 18,000;
(D) 23,000.
Ans: D. [3,000 + 5,000 + (1,000)(5) + (2,000)(5) = 23,000. Again, another (less plausible) way of doing it is to count salaries paid to part-time helper and your foregone salaries as part of your fixed cost. In that way, the answer becomes 8,000.]
3. [continued from question 1] Treating those five days as the period of running business, your profit was
(A) somewhere between 1,000 and 1,500;
(B) somewhere between 800 and 1,000;
(C) somewhere between 600 and 800;
(D) None of the above is correct.
Ans: B. [Profit was [(100)(3) + (200)(2)](50) - 2,500 - 23,000 = 9,500.]
4. [continued from question 1] Let q be the amount of cups sold daily. Denote C(q) your variable cost (function).
(A) C(100) = C(200);
(B) C(100)/C(200) is about 0.5 ;
(C) C(100)/C(200) is about 0.7;
(D) C(100)/C(200) is about 0.6.
Ans: C. [On Monday, variable cost of producing 100 cups was 1,000 + 2,000 + 3,000/3 = 4,000. Likewise for Tuesday and Wednesday. On Thursday, variable cost of producing 200 cups was 1,000 + 2,000 + 5,000/2 = 5,500. On Friday, variable cost of producing 200 cups was 5,500 as well. Hence C(100) = 4,000 and C(200) = 5,500. Note 40/55 is about 0.73.]
5. [continued from question 1] Let q be the amount of cups sold daily. Your average variable cost
(A) was decreasing;
(B) was increasing;
(C) was increasing and then decreasing;
(D) was decreasing and then increasing.
Ans: A. [Your average variable cost was 4,000/100 = 40 when q = 100; was 5,500/200 = 27.5 when q = 200. We do not know what happens if q is neither 100 nor 200.]
6. [continued from question 5] Why couldn’t his average variable cost remain to be a constant? Reasons exclude
(A) 每日咖啡濃度未必相同；
(B) 咖啡豆售價會波動；
(C) 牛奶售價會波動；
(D) 顧客對咖啡的需求改變。
Ans: D. [Obvious]
7. [continued from question 1] Let q be the amount of cups sold daily. If we have to say something about your supply curve, that will be
(A) it contains the point (100, 50);
(B) it contains the point (200, 50);
(C) it is consistent with P = MC;
(D) it is a vertical ray.
Ans: B. [At P = 50, making 200 cups yields profit (50 - 27.5)(200) - 500, greater than (50 - 40)(100) - 500.]
8. [continued from question 1] Treating those five days as the period of running business. 你的報酬率 (rate of return) 約為
(A) 12%;
(B) 19%;
(C) 37%;
(D) 41%.
Ans: C. [9,500/25,500 is about 0.37.]
9. Suppose that you have NTD200 to be spent on coffee and cherries consumption. Prices are NTD100 for each cup of coffee; NTD50 for each box of cherries. We quantify your satisfaction as follows: one cup of coffee gives you 20 utils; two cups of coffee give you 28 utils; three cups of coffee give you 34 utils; four cups of coffee give you 38 utils; five cups of coffee give you 41 utils; one box of cherries gives you 20 utils; two boxes of cherries give you 35 utils; three boxes of cherries give you 50 utils; four boxes of cherries give you 80 utils; five boxes of cherries give you 85 utils. Your should buy
(A) 2 cups of coffee;
(B) 1 cup of coffee and 2 boxes of cherries;
(C) 4 boxes of cherries;
(D) None of the above is correct.
Ans: C. [80 is the highest utility level you can get.]
10. [continued from question 9] Here we see
(A) how we solve the problem by using MU1/P1 = MU2/P2;
(B) law of diminishing marginal utility holds for coffee only;
(C) law of diminishing marginal utility holds for cherries only;
(D) law of diminishing marginal utility holds for both goods.
Ans: B.
11. [continued from question 9] If you have NTD400, then you should buy
(A) 3 cups of coffee and 2 boxes of cherries;
(B) 2 cups of coffee and 4 boxes of cherries;
(C) 1 cup of coffee and 5 boxes of cherries;
(D) None of the above is correct.
Ans: B. [(1, 5) will cost you 350 and yield 105 utils; (2, 4) will cost you 400 and yield 108 utils; (3, 2) will cost you 400 and yield 69 utils; (4, 0) will cost you 400 and yield 38 utils. Note that (0, 6) is not feasible.]
12. [continued from questions 9 and 11] Here we see that an increase in income
(A) shifts down your demand curve of coffee;
(B) shifts up your demand curve of cherries;
(C) makes you consume more cherries;
(D) None of the above is correct.
Ans: D. [For coffee, note the movement from (0, 100) to (2, 100); for cherries, the point remains to be (4, 50). 此題係測試同學對需求曲線之靈活運用。]
13. Question 12 best illustrates the phenomenon which is
(A) 咖啡與櫻桃是互補財；
(B) 供給面因素導致咖啡比櫻桃貴；
(C) 所得增加會使消費者增加購買最喜歡的商品；
(D) 櫻桃是你最喜歡的商品。
Ans: D.
14. Suppose that last year you worked as a (private) English tutor for junior high school students to earn tuition and fees. You charged NTD800 per hour when you had one student; NTD600 per hour when you had two students; NTD500 per hour when you had three students; NTD400 per hour when you had four students. The number of students you tutored fluctuated over time. Tutoring was done on the one-on-one basis; one hour per day for each student. Your supply of labor
(A) satisfied the law of supply;
(B) reflected that the market equilibrium price might be around NTD400 per hour;
(C) reflected that the market equilibrium price might be around NTD800 per hour;
(D) reflected that your opportunity cost of tutoring for one hour was no greater than NTD600.
Ans: B. [If your opportunity cost of tutoring for one hour was over NTD400, it did not make sense for you to teach four hours and earn NTD1,600 only.]
15. [continued from question 14] let C(q) be the your daily operating cost (including commuting and preparing materials) in providing tutorial service for the number of students being q of {1, 2, 3, 4}. Which one of the following makes sense?
(A) C(1) = 600; C(2) = 1,000; C(3) = 1,300; C(4) = 1,500;
(B) C(1) = 600; C(2) = 800; C(3) = 1,100; C(4) = 1,500;
(C) C(1) = 600; C(2) = 1,000; C(3) = 1,600; C(4) = 2,600;
(D) C(1) = 700; C(2) = 1,400; C(3) = 2,100; C(4) = 2,800.
*Ans: A. [Think about the decreasing marginal cost. Note that (A) is better than (B) in light of your willingness of offering reduced rate when q increases.]
16. [continued from question 15] You wished that you could have
(A) four students;
(B) at least two students;
(C) at most two students;
(D) at most three students.
*Ans: D. [For one student, (daily) profit was 800 - 600 = 200; for two students, profit was 1,200 - 1,000 = 200; for three students, profit was 1,500 - 1,300 = 200; for four students, profit was 1,600 - 1,500 = 100.]
17. [continued from question 15] Your best friend at Taipei also served as a tutor similarly. Yet she charged NTD800 per hour when she had one student; NTD900 per hour when she had two students; NTD1,100 per hour when she had three students; NTD1,400 per hour when she had four students. Her function C(q) might be defined such that
(A) C(1) = 800; C(2) = 1,900; C(3) = 2,300; C(4) = 4,000;
(B) C(1) = 900; C(2) = 1,800; C(3) = 2,700; C(4) = 3,600;
(C) C(1) = 600; C(2) = 1,800; C(3) = 3,400; C(4) = 5,000;
(D) C(1) = 500; C(2) = 1,100; C(3) = 2,000; C(4) = 3,000.
*Ans: D. [Key: 800 > 500, 1,800 > 1,100, 3,300 > 2,000, and 5,600 > 3,000.]
18. [continued from question 17] In term of production efficiency, we shall say that
(A) you always spent less time on each session than your best friend did;
(B) having more students reduced your preparation time for each session;
(C) you and your best friend were equally efficient;
(D) efficiency comparison does not make sense since tutorial service is not a manufacturing good.
*Ans: B. [To see why (A) cannot be chosen, notice C(1) = 600 in your case; C(1) = 500 in your friend’s case.]
19. [continued from question 17] Your friend wished that she could have
(A) four students;
(B) three students;
(C) two students;
(D) one student;
Ans: A. [For one student, (daily) profit was 800 - 500 = 300; for two students, profit was 1,800 - 1,100 = 700; for three students, profit was 3,300 - 2,000 = 1,300; for four students, profit was 5,600 - 3,000 = 2,600.]
20. [continued from question 17] The reason we assume that you and your friend were at different cities has to do with
(A) the assumption that college students are all alike;
(B) the assumption that searching for qualified tutors is easy;
(C) jealousy;
(D) equilibrium prices.
Ans: D. [See question 14.]
21. Recall question 9. Your utility function might be
(A) U(C1, C2) = Min{C1, C2};
(B) U(C1, C2) = Max{C1, C2};
(C) U(C1, C2) = f(C1) + g(C2);
(D) U(C1, C2) = 2C1 + 3C2.
Ans: C. [Additively separable! Make sure you know why (D) is false.]
22. Suppose that one (kind of) input is used, under the technology characterized by a continuous and increasing function f, to produce some output. The input price r > 0 is given. Assume no fixed cost, f(0) = 0, and f exhibits decreasing returns to factor (defined in Ch.8; also known as the diminishing marginal product). Let C(q) be the cost of producing q units of output. The graph of function C is
(A) 向下開口、正斜率的拋物線；
(B) 向上開口、正斜率的拋物線；
(C) 向下開口且有最高點的拋物線；
(D) 向上開口且有最低點的拋物線。
Ans: B. [Recall lectures]
23. [continued from question 22]
(A) We need calculus to understand it;
(B) C(0) = 0;
(C) marginal cost curve is U-shaped;
(D) average cost curve is negatively sloped.
Ans: B. [Recall lectures]
24. Suppose that one (kind of) input is used, under the technology characterized by a continuous and increasing function f, to produce some output. The input price r = 1 is given. Assume C(q) = 10 + q0.5 be the (total) cost of producing q ≧ 0 units of output. The graph of function f is
(A) 向下開口、正斜率的拋物線；
(B) 向上開口、正斜率的拋物線；
(C) 向下開口且有最高點的拋物線；
(D) 向上開口且有最低點的拋物線。
Ans: A. [Recall lectures]
25. [continued from question 24]
(A)f(0) = 10;
(B)f(2x) = 2f(x);
(C)f(x) = x0.5;
(D)f(x) = x2.
Ans: D. [Recall lectures. Producing q units of output bears the variable cost q0.5 = (1)(q0.5), meaning that q0.5 units of input must be purchased. Hence, x units of input will produce x2 units of output. Hence, production function is f(x) = x2.]
26. [continued from question 24] Assume this firm takes output price P > 0 as given.
(A) Producing nothing is her unique best output choice;
(B) She has two best output choices;
(C) She cannot have any best output choice;
(D) It all depends on whether P is sufficiently high.
Ans: C. [Obvious. d/dq is positive when q is sufficiently large.]
27. Let variable cost curve be向下開口、正斜率的拋物線for q > 10; becomes 向上開口、正斜率的拋物線 for q > 10。The marginal cost is 6 at q = 10.
(A) It is possible to have MC = AVC at q = 10;
(B) 6 is the minimized marginal cost occurring at q = 10;
(C) AVC is minimized at q = 10;
(D) For q > 10, her AVC is向上開口、正斜率的拋物線；
Ans: B. [Last week I showed by drawing on the chalkboard why (A) is false.]
28. 『我不知道，這是不是你要的答案。我覺得‧‧‧』課堂討論裡，與這句話無關的是
(A) 洪蘭教授；
(B) 鄭同學；
(C) 國企系第一屆與第二屆各一位女性畢業生；
(D) 前任校長。
Ans: A. [Recall lectures. From questions 28 and 29 you might see why we do not really need mandatory attendance checking. 我的焦點與洪蘭教授不同，上課時間啃雞腿的學生有三種：邊啃邊聽課的、邊啃邊放空的、在教室外啃雞腿的。強制點名制度下，第三種不存在。我認為區分前兩者，是教師的基本責任。]
29. Find the correct statement.
(A) 本學期任課教師提供三次 Dollar Auction 實驗；
(B) 本學期任課教師在 Dollar Auction 實驗中，約賠了NTD200；
(C) 上週吳同學授課中途報備尿遁，係由窗戶出去、由前門回來；
(D) 上週蘇同學前來旁聽，被她同學戲稱為「水貨」。
Ans: C. [The idea of making this question is similar to that of question 28.]
30. “The exam consists of 100 questions (皆為四選一的選擇題). Correct answers are equally distributed among A, B, C, and D. I do not care if anyone happens to pick the same answer, say C, for all 100 questions,” announced by Professor John Doe before the exam starts.
(A) Hard-working (and brilliant) students in good standing will benefit (most) from this design;
(B) Unprepared students will benefit (most) from this design;
(C) It now becomes impossible to have anyone scoring under 25 points;
(D) Students with average performance will benefit (most) from this design.
Ans: A. [Such a design actually benefit hard-working (and brilliant) students while penalizing the unprepared students. Why? Does this resemble the open books/notes policy?]
31. You are a price-taking consumer with utility function U(C1, C2) = C1 + C2 defined for all non-negative real numbers C1 and C2. Your budget line is given by
2C1 + C2 = 100.
(i) Precisely depict your indifference map and budget line on C1-C2 space. Find your optimal consumption bundle(s).
(ii) Recall what we did for deriving the (individual) demand curve of good one. Use a diagram to illustrate how, for this case, you find your demand curve of good one on the C1*-P1 space. Hint: Let P2 be fixed at 1 and vary P1.
Ans: skipped; recall lectures and see text.
32. Use an indifference map and budget lines to illustrate why it is possible, for a price-taking consumer in a two-good case, to have the following effects:
P1 = 0, P2 > 0, and M = 0 → C1* < 0 and C1* > 0.
Ans: skipped; recall lectures.
33. [Test how you think like an economist.] The following photo was taken by me during the class break. Here is my recollection. Right before the break, I noticed that the student (Mr. Lee) on that photo was apparently taking a nap for a few minutes. So, during the break I approached him and took my mobile phone out. With his consensus and my properly setting the scene (intentionally showing the textbook cover), I had that photo taken in 10 seconds. According to my background check, that student outscored (or outplayed) most students in that class in the midterm exam.
An unintelligent bystander later commented: “It is silly to publicize that photo. It is YOUR microeconomics text shown in that photo. Professors teaching some other courses might use that photo against you. 讓洪蘭知道，就慘了！”
Why am I, trained in economics, so sure about the above comment being silly or even stupid?
Ans: Information asymmetry is the key issue. People neither can nor wish to know what is going on in each classroom. I have never heard about evaluating universities based on such criterion. When I was an undergraduate student, at that time some universities had strict policies (even mandatory school uniform) but nobody valued those some universities above some others which were much liberal in nature. Nowadays, we know grading can be quite subjective, and even be used to exchange good relationship with students particularly when professors really had little to teach at those courses, nor are they interested in the course materials themselves. That is why good schools (and even MOE here) have to emphasize the research performance. After all, it is a tough battle with much stronger enemies. However, bystanders did make a big scene out of some trivial incidents, e.g., the news about Medical School at NTU and a mini series following the observation made by Prof. Hung. Well, self-disclosure might help a bit. What actually interested me was the immediate comment made by Mr. Lee, “I really want to have the textbook used in XXX (name of another course) shown up on the photo.” Since he was half sleepy while saying that, I have every reason to believe that he was not lying. Also see questions 28 and 29.
Fall 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
個體經濟學 (Microeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
3:30 pm ~ 5:15 pm, Wednesday, January 13, 2010
Open books/notes exam. You can consult dictionary of any kind from 3:30 pm to 4:10 pm only. This is intended to creative incentives for you to read materials before the test, not during the test.不可參閱中文書籍與中譯本。教科書影印本，更在嚴禁範圍內。For questions 1 to 30, choose the most appropriate one from four alternatives. Three points for each. Questions 31~33 are analytical questions. Total: 120 points. 題目較靈活、非填鴨式，宜有系統地依序作答。
1. Imagine that you were a vendor of selling coffee at some festival (園遊會) from Monday thru Friday. On each day you had to pay NTD500 in advance for (renting) coffee maker, kitchen facilities, chairs, tables, water and electricity usage (all in one package). On Monday, you paid NTD3,000 for purchasing coffee beans, sugar, milk, and paper cups. All were exhausted at the end of Wednesday. In the early morning on Thursday, you made another (補貨) trip to buy coffee beans, sugar, milk, and paper cups, which cost you NTD5,000. At the end of Friday, luckily all were exhausted. Each day you hired a part-time worker at the cost of NTD1,000 daily. Before the festival, you earned NTD2,000 daily by working at some coffee shop. Assume that you asked 5 days off in order to sell coffee at festival. Those are all we know about your cost structure. From Monday thru Wednesday you sold 100 cups daily; from Thursday to Friday you sold 200 cups daily. The price of coffee was fixed at NTD50 per cup throughout. [This question and some following it were conceived by a stimulating conversation with Mr. Chu, also a student in this class.] Treating those five days as the period of running business, your fixed cost was
(A) 500;
(B) 2,500;
(C) 7,500;
(D) 25,500.
Ans: B. [Note that another (less plausible) way of doing it is to treat salaries paid to part-time helper and your foregone salaries as part of your fixed cost. In that way, the answer becomes 17,500 (= 2,500 + (1,000)(5) + (2,000)(5)).]
2. [continued from question 1] Treating those five days as the period of running business, your variable cost was
(A) 10,000;
(B) 15,000;
(C) 18,000;
(D) 23,000.
Ans: D. [3,000 + 5,000 + (1,000)(5) + (2,000)(5) = 23,000. Again, another (less plausible) way of doing it is to count salaries paid to part-time helper and your foregone salaries as part of your fixed cost. In that way, the answer becomes 8,000.]
3. [continued from question 1] Treating those five days as the period of running business, your profit was
(A) somewhere between 1,000 and 1,500;
(B) somewhere between 800 and 1,000;
(C) somewhere between 600 and 800;
(D) None of the above is correct.
Ans: B. [Profit was [(100)(3) + (200)(2)](50) - 2,500 - 23,000 = 9,500.]
4. [continued from question 1] Let q be the amount of cups sold daily. Denote C(q) your variable cost (function).
(A) C(100) = C(200);
(B) C(100)/C(200) is about 0.5 ;
(C) C(100)/C(200) is about 0.7;
(D) C(100)/C(200) is about 0.6.
Ans: C. [On Monday, variable cost of producing 100 cups was 1,000 + 2,000 + 3,000/3 = 4,000. Likewise for Tuesday and Wednesday. On Thursday, variable cost of producing 200 cups was 1,000 + 2,000 + 5,000/2 = 5,500. On Friday, variable cost of producing 200 cups was 5,500 as well. Hence C(100) = 4,000 and C(200) = 5,500. Note 40/55 is about 0.73.]
5. [continued from question 1] Let q be the amount of cups sold daily. Your average variable cost
(A) was decreasing;
(B) was increasing;
(C) was increasing and then decreasing;
(D) was decreasing and then increasing.
Ans: A. [Your average variable cost was 4,000/100 = 40 when q = 100; was 5,500/200 = 27.5 when q = 200. We do not know what happens if q is neither 100 nor 200.]
6. [continued from question 5] Why couldn’t his average variable cost remain to be a constant? Reasons exclude
(A) 每日咖啡濃度未必相同；
(B) 咖啡豆售價會波動；
(C) 牛奶售價會波動；
(D) 顧客對咖啡的需求改變。
Ans: D. [Obvious]
7. [continued from question 1] Let q be the amount of cups sold daily. If we have to say something about your supply curve, that will be
(A) it contains the point (100, 50);
(B) it contains the point (200, 50);
(C) it is consistent with P = MC;
(D) it is a vertical ray.
Ans: B. [At P = 50, making 200 cups yields profit (50 - 27.5)(200) - 500, greater than (50 - 40)(100) - 500.]
8. [continued from question 1] Treating those five days as the period of running business. 你的報酬率 (rate of return) 約為
(A) 12%;
(B) 19%;
(C) 37%;
(D) 41%.
Ans: C. [9,500/25,500 is about 0.37.]
9. Suppose that you have NTD200 to be spent on coffee and cherries consumption. Prices are NTD100 for each cup of coffee; NTD50 for each box of cherries. We quantify your satisfaction as follows: one cup of coffee gives you 20 utils; two cups of coffee give you 28 utils; three cups of coffee give you 34 utils; four cups of coffee give you 38 utils; five cups of coffee give you 41 utils; one box of cherries gives you 20 utils; two boxes of cherries give you 35 utils; three boxes of cherries give you 50 utils; four boxes of cherries give you 80 utils; five boxes of cherries give you 85 utils. Your should buy
(A) 2 cups of coffee;
(B) 1 cup of coffee and 2 boxes of cherries;
(C) 4 boxes of cherries;
(D) None of the above is correct.
Ans: C. [80 is the highest utility level you can get.]
10. [continued from question 9] Here we see
(A) how we solve the problem by using MU1/P1 = MU2/P2;
(B) law of diminishing marginal utility holds for coffee only;
(C) law of diminishing marginal utility holds for cherries only;
(D) law of diminishing marginal utility holds for both goods.
Ans: B.
11. [continued from question 9] If you have NTD400, then you should buy
(A) 3 cups of coffee and 2 boxes of cherries;
(B) 2 cups of coffee and 4 boxes of cherries;
(C) 1 cup of coffee and 5 boxes of cherries;
(D) None of the above is correct.
Ans: B. [(1, 5) will cost you 350 and yield 105 utils; (2, 4) will cost you 400 and yield 108 utils; (3, 2) will cost you 400 and yield 69 utils; (4, 0) will cost you 400 and yield 38 utils. Note that (0, 6) is not feasible.]
12. [continued from questions 9 and 11] Here we see that an increase in income
(A) shifts down your demand curve of coffee;
(B) shifts up your demand curve of cherries;
(C) makes you consume more cherries;
(D) None of the above is correct.
Ans: D. [For coffee, note the movement from (0, 100) to (2, 100); for cherries, the point remains to be (4, 50). 此題係測試同學對需求曲線之靈活運用。]
13. Question 12 best illustrates the phenomenon which is
(A) 咖啡與櫻桃是互補財；
(B) 供給面因素導致咖啡比櫻桃貴；
(C) 所得增加會使消費者增加購買最喜歡的商品；
(D) 櫻桃是你最喜歡的商品。
Ans: D.
14. Suppose that last year you worked as a (private) English tutor for junior high school students to earn tuition and fees. You charged NTD800 per hour when you had one student; NTD600 per hour when you had two students; NTD500 per hour when you had three students; NTD400 per hour when you had four students. The number of students you tutored fluctuated over time. Tutoring was done on the one-on-one basis; one hour per day for each student. Your supply of labor
(A) satisfied the law of supply;
(B) reflected that the market equilibrium price might be around NTD400 per hour;
(C) reflected that the market equilibrium price might be around NTD800 per hour;
(D) reflected that your opportunity cost of tutoring for one hour was no greater than NTD600.
Ans: B. [If your opportunity cost of tutoring for one hour was over NTD400, it did not make sense for you to teach four hours and earn NTD1,600 only.]
15. [continued from question 14] let C(q) be the your daily operating cost (including commuting and preparing materials) in providing tutorial service for the number of students being q of {1, 2, 3, 4}. Which one of the following makes sense?
(A) C(1) = 600; C(2) = 1,000; C(3) = 1,300; C(4) = 1,500;
(B) C(1) = 600; C(2) = 800; C(3) = 1,100; C(4) = 1,500;
(C) C(1) = 600; C(2) = 1,000; C(3) = 1,600; C(4) = 2,600;
(D) C(1) = 700; C(2) = 1,400; C(3) = 2,100; C(4) = 2,800.
*Ans: A. [Think about the decreasing marginal cost. Note that (A) is better than (B) in light of your willingness of offering reduced rate when q increases.]
16. [continued from question 15] You wished that you could have
(A) four students;
(B) at least two students;
(C) at most two students;
(D) at most three students.
*Ans: D. [For one student, (daily) profit was 800 - 600 = 200; for two students, profit was 1,200 - 1,000 = 200; for three students, profit was 1,500 - 1,300 = 200; for four students, profit was 1,600 - 1,500 = 100.]
17. [continued from question 15] Your best friend at Taipei also served as a tutor similarly. Yet she charged NTD800 per hour when she had one student; NTD900 per hour when she had two students; NTD1,100 per hour when she had three students; NTD1,400 per hour when she had four students. Her function C(q) might be defined such that
(A) C(1) = 800; C(2) = 1,900; C(3) = 2,300; C(4) = 4,000;
(B) C(1) = 900; C(2) = 1,800; C(3) = 2,700; C(4) = 3,600;
(C) C(1) = 600; C(2) = 1,800; C(3) = 3,400; C(4) = 5,000;
(D) C(1) = 500; C(2) = 1,100; C(3) = 2,000; C(4) = 3,000.
*Ans: D. [Key: 800 > 500, 1,800 > 1,100, 3,300 > 2,000, and 5,600 > 3,000.]
18. [continued from question 17] In term of production efficiency, we shall say that
(A) you always spent less time on each session than your best friend did;
(B) having more students reduced your preparation time for each session;
(C) you and your best friend were equally efficient;
(D) efficiency comparison does not make sense since tutorial service is not a manufacturing good.
*Ans: B. [To see why (A) cannot be chosen, notice C(1) = 600 in your case; C(1) = 500 in your friend’s case.]
19. [continued from question 17] Your friend wished that she could have
(A) four students;
(B) three students;
(C) two students;
(D) one student;
Ans: A. [For one student, (daily) profit was 800 - 500 = 300; for two students, profit was 1,800 - 1,100 = 700; for three students, profit was 3,300 - 2,000 = 1,300; for four students, profit was 5,600 - 3,000 = 2,600.]
20. [continued from question 17] The reason we assume that you and your friend were at different cities has to do with
(A) the assumption that college students are all alike;
(B) the assumption that searching for qualified tutors is easy;
(C) jealousy;
(D) equilibrium prices.
Ans: D. [See question 14.]
21. Recall question 9. Your utility function might be
(A) U(C1, C2) = Min{C1, C2};
(B) U(C1, C2) = Max{C1, C2};
(C) U(C1, C2) = f(C1) + g(C2);
(D) U(C1, C2) = 2C1 + 3C2.
Ans: C. [Additively separable! Make sure you know why (D) is false.]
22. Suppose that one (kind of) input is used, under the technology characterized by a continuous and increasing function f, to produce some output. The input price r > 0 is given. Assume no fixed cost, f(0) = 0, and f exhibits decreasing returns to factor (defined in Ch.8; also known as the diminishing marginal product). Let C(q) be the cost of producing q units of output. The graph of function C is
(A) 向下開口、正斜率的拋物線；
(B) 向上開口、正斜率的拋物線；
(C) 向下開口且有最高點的拋物線；
(D) 向上開口且有最低點的拋物線。
Ans: B. [Recall lectures]
23. [continued from question 22]
(A) We need calculus to understand it;
(B) C(0) = 0;
(C) marginal cost curve is U-shaped;
(D) average cost curve is negatively sloped.
Ans: B. [Recall lectures]
24. Suppose that one (kind of) input is used, under the technology characterized by a continuous and increasing function f, to produce some output. The input price r = 1 is given. Assume C(q) = 10 + q0.5 be the (total) cost of producing q ≧ 0 units of output. The graph of function f is
(A) 向下開口、正斜率的拋物線；
(B) 向上開口、正斜率的拋物線；
(C) 向下開口且有最高點的拋物線；
(D) 向上開口且有最低點的拋物線。
Ans: A. [Recall lectures]
25. [continued from question 24]
(A)f(0) = 10;
(B)f(2x) = 2f(x);
(C)f(x) = x0.5;
(D)f(x) = x2.
Ans: D. [Recall lectures. Producing q units of output bears the variable cost q0.5 = (1)(q0.5), meaning that q0.5 units of input must be purchased. Hence, x units of input will produce x2 units of output. Hence, production function is f(x) = x2.]
26. [continued from question 24] Assume this firm takes output price P > 0 as given.
(A) Producing nothing is her unique best output choice;
(B) She has two best output choices;
(C) She cannot have any best output choice;
(D) It all depends on whether P is sufficiently high.
Ans: C. [Obvious. d/dq is positive when q is sufficiently large.]
27. Let variable cost curve be向下開口、正斜率的拋物線for q > 10; becomes 向上開口、正斜率的拋物線 for q > 10。The marginal cost is 6 at q = 10.
(A) It is possible to have MC = AVC at q = 10;
(B) 6 is the minimized marginal cost occurring at q = 10;
(C) AVC is minimized at q = 10;
(D) For q > 10, her AVC is向上開口、正斜率的拋物線；
Ans: B. [Last week I showed by drawing on the chalkboard why (A) is false.]
28. 『我不知道，這是不是你要的答案。我覺得‧‧‧』課堂討論裡，與這句話無關的是
(A) 洪蘭教授；
(B) 鄭同學；
(C) 國企系第一屆與第二屆各一位女性畢業生；
(D) 前任校長。
Ans: A. [Recall lectures. From questions 28 and 29 you might see why we do not really need mandatory attendance checking. 我的焦點與洪蘭教授不同，上課時間啃雞腿的學生有三種：邊啃邊聽課的、邊啃邊放空的、在教室外啃雞腿的。強制點名制度下，第三種不存在。我認為區分前兩者，是教師的基本責任。]
29. Find the correct statement.
(A) 本學期任課教師提供三次 Dollar Auction 實驗；
(B) 本學期任課教師在 Dollar Auction 實驗中，約賠了NTD200；
(C) 上週吳同學授課中途報備尿遁，係由窗戶出去、由前門回來；
(D) 上週蘇同學前來旁聽，被她同學戲稱為「水貨」。
Ans: C. [The idea of making this question is similar to that of question 28.]
30. “The exam consists of 100 questions (皆為四選一的選擇題). Correct answers are equally distributed among A, B, C, and D. I do not care if anyone happens to pick the same answer, say C, for all 100 questions,” announced by Professor John Doe before the exam starts.
(A) Hard-working (and brilliant) students in good standing will benefit (most) from this design;
(B) Unprepared students will benefit (most) from this design;
(C) It now becomes impossible to have anyone scoring under 25 points;
(D) Students with average performance will benefit (most) from this design.
Ans: A. [Such a design actually benefit hard-working (and brilliant) students while penalizing the unprepared students. Why? Does this resemble the open books/notes policy?]
31. You are a price-taking consumer with utility function U(C1, C2) = C1 + C2 defined for all non-negative real numbers C1 and C2. Your budget line is given by
2C1 + C2 = 100.
(i) Precisely depict your indifference map and budget line on C1-C2 space. Find your optimal consumption bundle(s).
(ii) Recall what we did for deriving the (individual) demand curve of good one. Use a diagram to illustrate how, for this case, you find your demand curve of good one on the C1*-P1 space. Hint: Let P2 be fixed at 1 and vary P1.
Ans: skipped; recall lectures and see text.
32. Use an indifference map and budget lines to illustrate why it is possible, for a price-taking consumer in a two-good case, to have the following effects:
P1 = 0, P2 > 0, and M = 0 → C1* < 0 and C1* > 0.
Ans: skipped; recall lectures.
33. [Test how you think like an economist.] The following photo was taken by me during the class break. Here is my recollection. Right before the break, I noticed that the student (Mr. Lee) on that photo was apparently taking a nap for a few minutes. So, during the break I approached him and took my mobile phone out. With his consensus and my properly setting the scene (intentionally showing the textbook cover), I had that photo taken in 10 seconds. According to my background check, that student outscored (or outplayed) most students in that class in the midterm exam.
An unintelligent bystander later commented: “It is silly to publicize that photo. It is YOUR microeconomics text shown in that photo. Professors teaching some other courses might use that photo against you. 讓洪蘭知道，就慘了！”
Why am I, trained in economics, so sure about the above comment being silly or even stupid?
Ans: Information asymmetry is the key issue. People neither can nor wish to know what is going on in each classroom. I have never heard about evaluating universities based on such criterion. When I was an undergraduate student, at that time some universities had strict policies (even mandatory school uniform) but nobody valued those some universities above some others which were much liberal in nature. Nowadays, we know grading can be quite subjective, and even be used to exchange good relationship with students particularly when professors really had little to teach at those courses, nor are they interested in the course materials themselves. That is why good schools (and even MOE here) have to emphasize the research performance. After all, it is a tough battle with much stronger enemies. However, bystanders did make a big scene out of some trivial incidents, e.g., the news about Medical School at NTU and a mini series following the observation made by Prof. Hung. Well, self-disclosure might help a bit. What actually interested me was the immediate comment made by Mr. Lee, “I really want to have the textbook used in XXX (name of another course) shown up on the photo.” Since he was half sleepy while saying that, I have every reason to believe that he was not lying. Also see questions 28 and 29.
Monday, January 11, 2010
Solution to Final Exam -- Micro Principles (F2009, Wenzao)
★★★ Solution to Final Exam (Int’l Business Administration, WUCL) ★★★
Fall 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
經濟學一 (Principles of Microeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
3:30 pm ~ 5:00 pm, January 11, 2010 Open books/notes exam. For questions 1 to 30, choose the most appropriate one from four alternatives. Three points for each. Questions 31 and 32 are short-essay or analytical questions (12 points each).
Total: 114 points. 字典與翻譯機，限於 4:00 pm 前使用。題目較靈活、非填鴨式，宜有系統地依序作答。
1. Recently we saw a movie clip about a meeting between a college young man (Todd) and his professor (Dr. Stephen Malley played by Robert Redford) in his office. That meeting took place
(A) in the late afternoon;
(B) at lunch hour;
(C) in the early morning;
(D) in the evening.
Ans: C. [From questions 1 thru 3, you will see why we do not really need mandatory attendance checking. 我的焦點與洪蘭教授不同，上課時間啃雞腿的學生有三種：邊啃邊聽課的、邊啃邊放空的、在教室外啃雞腿的。強制點名制度下，第三種不存在。我認為區分前兩者，是教師的基本責任。]
2. [continued from question 1] The title of that movie is
(A) The Class;
(B) The Emperor's Club;
(C) Charlie Wilson’s War;
(D) Lions for Lambs.
Ans: D. [Chinese title of (D) is 權力風暴；Chinese title of (C) is 蓋世奇才]
3. [continued from question 1] What we can learn from that clip include
(A) students can gain by bribing professors;
(B) students can gain by threatening professors;
(C) opportunity costs;
(D) social costs of cheating on exams.
Ans: C. [Also 差別取價(price discrimination)與自我選擇(self selection). http://www.aliran.com/index.php?option=com_content&view=article&id=427:on-robert-redfords-new-film-lions-for-lambs&catid=53:200710&Itemid=10 ]
4. Lessons we learn from rainfall data in California and New Mexico are
(A) 陳菊市長透過垃圾車廣播呼籲大家節約用水是有效的；
(B) 自來水公司應該視地區制定水費費率；
(C) 自來水公司應該由大陸進口自來水；；
(D) 政府應補貼獎勵大家抽取地下水。
Ans: B. [p.126, text]
5. [continued from question 4] Bad policies include
(A) 針對公立學校推動「一校一泳池」，減少民營游泳池之供給；
(B) 對洗車業實施總量管制；
(C) 檢討用水量龐大的工廠之水費費率與輔導遷徙；
(D) 對游泳池與三溫暖業者實施給水總量管制。
Ans: A.
6. The notion of utilometer
(A) was proposed by Adam Smith;
(B) was proposed by Jeremy Bentham;
(C) was proposed by Thorstein Veblen;
(D) was proposed to measure output thru input usages.
Ans: B. [p.126, text]
7. Examples of violating the law of diminishing marginal utility include
(A) 咖啡續杯半價；
(B) 90分鐘的協同教學的聽眾意見回饋通常比一學期的教學評量為佳；
(C) Most prefer spending NTD240 to see the movie Avatar now to buying its DVD at NTD299 six months later;
(D) Unfamiliar songs may become your favorite songs.
Ans: D. [p.126, text]
8. Suppose that you have NTD200 to be spent on coffee and strawberries consumption. Prices are NTD100 for each cup of coffee; NTD50 for each box of strawberries. We quantify your satisfaction as follows: one cup of coffee gives you 10 utils; two cups of coffee give you 18 utils; three cups of coffee give you 22 utils; four cups of coffee give you 24 utils; five cups of coffee give you 25 utils; one box of strawberries give you 20 utils; two boxes of strawberries give you 35 utils; three boxes of strawberries give you 45 utils; four boxes of strawberries give you 50 utils; five boxes of strawberries give you 51 utils. Your should buy
(A) 1 cup of coffee and 2 boxes of strawberries;
(B) 2 cups of coffee;
(C) 4 boxes of strawberries;
(D) None of the above is correct.
Ans: C. [50 is the highest utility level you can get. See pp.127-133, text]
9. [continued from question 8] Here we see
(A) how the formula MU1/P1 = MU2/P2 works;
(B) law of diminishing marginal utility holds for coffee only;
(C) law of diminishing marginal utility holds for strawberries only;
(D) law of diminishing marginal utility holds for both goods.
Ans: D. [Judging from 10 > 8 > 4 > 2 > 1 and 20 > 15 > 10 > 5 > 1]
10. [continued from question 8] If you have NTD300, then you should buy
(A) 3 cups of coffee;
(B) 2 cups of coffee and 2 boxes of strawberries;
(C) 1 cup of coffee and 4 boxes of strawberries;
(D) None of the above is correct.
Ans: C. [60 is the highest utility level you can get. See pp.127-133, text]
11. [continued from questions 8 and 10] Here we see that an increase in income
(A) shifts your demand curve of coffee to the right;
(B) shifts your demand curve of strawberries to the right;
(C) makes you consume less of coffee;
(D) makes you consume less of strawberries.
Ans: A. [For coffee, note the movement from (0, 100) to (1, 100); for strawberries, the point remains to be (4, 50). 此題係測試同學對需求曲線之靈活運用。]
12. Question 11 best illustrates the phenomenon which is
(A) 咖啡與草莓是互補財；
(B) 供給面因素導致咖啡比草莓貴；
(C) 所得增加會使消費者增加購買最喜歡的商品；
(D) 你是理性的消費者。
Ans: D. [草莓是你最喜歡的商品]
13. According to Chapter 5,
(A) 建商應該在台北信義區興建大坪數的高樓住宅；
(B) 建商應該在屏東地區興建小坪數的高樓住宅；
(C) 由好市多(Costo)試吃的大排長龍，可推知主客群所得水準下降；
(D) 由好市多(Costo)試吃的大排長龍，可推知顧客滿意度增加。
Ans: C. [pp.136-138, text]
14. During the last 30 years or so, we see fast growth in manufacturing industries while the service industries tend to grow slowly. Yet we see that real wages in both categories have risen substantially. One explanation is
(A) opportunity cost;
(B) government regulation;
(C) that nowadays it is more difficult to obtain licenses in service industries;
(D) that nowadays service industries have less employees.
Ans: A. [pp.147-148, text]
15. Suppose that you have worked as a (private) English tutor for junior high school students to earn tuition and fees. You charge NTD800 per hour if you have one student; NTD600 per hour if you have two students; NTD500 per hour if you have three students; NTD400 per hour if you have four students. Tutoring is done on the one-on-one basis; one hour per day for each student. Your supply of labor
(A) satisfies the law of supply;
(B) reflects that the market equilibrium price must be around NTD400 per hour;
(C) reflects that the market equilibrium price must be around NTD500 per hour;
(D) reflects that your opportunity cost of tutoring for one hour is no greater than NTD400.
Ans: D. [If your opportunity cost of tutoring for one hour is over NTD400, it does not make sense for you to teach four hours and earn NTD1,600 only.]
16. [continued from question 15] let C(q) be the your daily operating cost (including commuting and preparing materials) in providing tutorial service for the number of students being q of {1, 2, 3, 4}. Which one of the following makes sense?
(A) C(1) = 800; C(2) = 1,200; C(3) = 1,500; C(4) = 1,800;
(B) C(1) = 500; C(2) = 700; C(3) = 900; C(4) = 1,000;
(C) C(1) = 600; C(2) = 1,200; C(3) = 1,800; C(4) = 2,400;
(D) C(1) = 600; C(2) = 800; C(3) = 1,200; C(4) = 1,600.
*Ans: B. [Think about the non-increasing or decreasing marginal cost]
17. [continued from question 15] You wish that you can have
(A) four students;
(B) three students;
(C) at most two students;
(D) at least three students.
*Ans: D. [For one student, (daily) profit is 800 - 500 = 300; for two students, profit is 1,200 - 700 = 400; for three students, profit is 1,500 - 900 = 600; for four students, profit is 1,600 - 1,000 = 600.]
18. [continued from question 16] Your best friend also serves as a tutor similarly. Yet she charges NTD800 per hour if she has one student; NTD900 per hour if she has two students; NTD1,100 per hour if she has three students; NTD1,400 per hour if she has four students. Her function C(q) might be defined such that
(A) C(1) = 800; C(2) = 1,600; C(3) = 3,000; C(4) = 5,600;
(B) C(1) = 900; C(2) = 1,800; C(3) = 2,700; C(4) = 3,600;
(C) C(1) = 700; C(2) = 1,500; C(3) = 3,000; C(4) = 5,000;
(D) C(1) = 600; C(2) = 1,200; C(3) = 1,800; C(4) = 2,400.
*Ans: C.
19. [continued from question 18] In term of production efficiency, we shall say that
(A) you are more efficient than your best friend is;
(B) you are less efficient than your best friend is;
(C) you and your best friend are equally efficient;
(D) efficiency comparison does not make sense since tutorial service is not a manufacturing good.
Ans: A.
20. Borrow the example of Harry’s collecting recycled cans detailed in Chapter 6. Let q be the amount of cans he find; P be the redemption price (which is how much Harry can get for each collected recycled can). Suppose q = 600 (measured in cans daily) if P = 1 (cent per can); q = 1,000 if P = 1.5; q = 1,300 if P = 2; q = 1,500 if P = 3; q = 1,600 if P = 5. Stories behind this exclude
(A) Harry has more incentive to collect cans when P is higher;
(B) It becomes more difficult to collect cans when P is higher;
(C) Collecting more cans make Harry work more efficiently;
(D) More people start collecting cans when P is higher.
Ans: C. [Recall lectures]
21. [continued from question 20] Those (q, P) pairs are best interpreted as
(A) Harry’s demand curve as a price-taking consumer;
(B) The market supply curve of recycled cans;
(C) Harry’s supply curve as a price-taking producer;
(D) Harry’s supply curve as a price-making producer.
Ans: C. [Obvious]
22. The text has an example showing that each resident is willing to pay 6 cents (thru taxes) for each container removed from local environment. If the community has 60,000 citizens, then the benefit of removing one container becomes (6/60,000 =) 0.0001 cent per person! By the similar reasoning, when library spends NTD400,000 on subscribing e-journals or e-books but, on record, only 400 (檢索與下載人次) out of 8,000 people actually use them,
(A) we should pay attention to 400,000/8,000;
(B) we should pay attention to 400,000/400;
(C) we should stop subscribing them and subsidizing those 400 people or less;
(D)其意義與大量印發便民手冊與勞服宣導手冊相同。
Ans: A. [Think of the nature of public goods. See pp.164-165, text.]
23. The text raises an interesting point regarding financial analysts spending money and time on having superior forecasting models. Which of the following is not true?
(A) There are too many smart people working as corporate earning forecasters;
(B) Any one individual analyst spends less, he can be sure that the winning forecast will not be his;
(C) The society as a whole suffers little if all analysts spent less money on their forecasting models;
(D) Competition among those analysts leads to social optimum.
Ans: D. [See p.189, text]
24. A monopolist faces the market demand function f(P) = a - bP (with a > 0 and b > 0).
(A) Her marginal revenue curve (on Q-MR space) is 正斜率的直線。
(B) Her marginal revenue curve (on Q-MR space) is 負斜率的直線；
(C) Her revenue curve (on Q-R space) is 向上開口、正斜率的拋物線；
(D) Her revenue curve (on Q-R space) is 向下開口、正斜率的拋物線。
Ans: B. [Q = a - bP we have R = PQ = (a/b)Q - Q2/b, hence MR = a/b - (2/b)Q. See p.218, text]
25. [continued from question 24] Her revenue is maximized when
(A) Q is a;
(B) Q is a/2;
(C) Q is a/3;
(D) None of the above is correct.
Ans: B. [Q = a/2 maximizes R = PQ = (a/b)Q - Q2/b. Why? Note also that MR = 0 when Q = a/2.]
26. A firm takes output price P > 0 as given. Her variable cost is 0 at q = 0; 10 at q = 1; 15 at q = 2; 16 at q = 3; 20 at q = 4. Producing nothing is her unique best output decision if
(A) P = 4;
(B) P = 5.6;
(C) P = 6;
(D) P = 10.
Ans: A. [Her minimal average variable cost is 5 at Q = 4. Note profit is Q(P - AVC) - FC.]
27. [continued from question 26] Let P = 5.
(A) She can not maximize her profit;
(B) q = 5 is her best output decision;
(C) She cannot shut down production;
(D) She will choose q such that her marginal cost equals 5.
Ans: B. [At P = 5, she can choose either q = 0 or q = 4, yielding maximized profit as -FC. Hence we see the shut-down option. Marginal cost is not defined here.]
28. Suppose that both AVC and MC curves are U-shaped. MC is minimized at q = 3; AVC is minimized at q = 8; MC = AVC at q = 8 only.
(A) For q < 3, her VC is向下開口、正斜率的拋物線；
(B) For q > 3, her AVC is向上開口、正斜率的拋物線；
(C) For q < 8, her MC is向上開口、正斜率的拋物線；
(D) For q > 3, her MC > AVC.
Ans: A. [For q < 3, her VC is向下開口、正斜率的拋物線。For q > 3, her VC is向上開口、正斜率的拋物線。]
29. Let market demand and supply curves be Q = 3 - P and Q = P - 1 respectively.
If government decides to impose a unit tax, $1, and let sellers collect taxes on behalf of the government. At the new equilibrium (Q*, P*), we see
(A) consumers’ surplus is 1/8;
(B) consumers’ surplus is 1/4;
(C) producers’ surplus exceeds consumers’ surplus;
(D) None of the above is correct.
Ans: A. [Before tax, the equilibrium price is 2 and the equilibrium quantity is 1. Imposing unit tax on sellers’ side makes the supply curve shift to P = 1 + Q + 1 = 2 + Q. By Q = 3 - P and Q = P - 2, we get P* = 2.5 and Q* = 0.5. Keep in mind that sellers have to render tax money (= (1)(0.5)) to the government. It is easy to calculate CS = PS = (1/2)(1/2)(1/2) = 1/8.]
30. Let market demand and supply curves be Q = 3 - P and Q = P - 1 respectively.
If government decides to impose a unit tax, $1, directly on consumers.
(A) The new demand curve is Q = 4 - P;
(B) The new demand curve is Q = 2 - P;
(C) The new equilibrium quantity is 1;
(D) The new producers’ surplus is 1/4.
Ans: B. [The new demand curve is P = 3 - Q - 1 = 2 - Q. By P = 2 - Q and P = 1 + Q, we get Q** = 0.5 and P** = 1.5. Here, CS = PS = 1/8.]
31. Nowadays most countries do not have beverage container deposit laws (that require prices must be marked up to include the container deposit). Yet containers (especially aluminum cans) are well recycled by market force. In all universities in Taiwan, professors are required to hold (at least) 4 hours per week as office hours. Students are also asked in end-of-term teaching evaluations about whether they find professors helpful outside the classrooms. Ironically, students, definitely including mine, generally do not make use of office hours. Can you use demand and supply curves to analyze the “market” for office hours? Identify what price and quantity are. Can we say that there is a market failure here? What can we do to increase the demand (and/or supply) of advising time provided by the office hours policy? Will lifting (or abandoning) the office hours policy make students use more office hours? Can we say that students in better universities use office hours more often?
Ans: (skipped here)
32. Consider two countries, A and B. Suppose that each country has 10 hours to spend on producing goods. Assume that for one hour in the production of (good) X, A can produce 4 units of good X; for one hour in the production of (good) Y, A can produce 6 units of good Y. Assume that for one hour in the production of X, B can produce 2 units of good X; for one hour in the production of Y, B can produce 4 units of good Y. As we did in class, perfect divisibility and fixed technology are assumed throughout.
(i) Precisely depict the PPC (or PPF) for A on the x-y plane. You must also write down the equation, indicate the intercepts and slope.
Ans: The PPF for A is (1/4)x + (1/6)y = 10 or 3x + 2y = 120. Vertical intercept is 60, horizontal intercept is 40, and the slope is -1.5. [The PPF for B is (1/2)x + (1/4)y = 10 or 2x + y = 40. Vertical intercept is 40, horizontal intercept is 20, and the slope is -2.]
(ii) Does any country have the absolute advantage in producing some good? Carefully explain.
Ans: For one hour in the production of (good) X, A can produce 4 units of good X, B can produce 2 units of good X, hence A has the absolute advantage in producing X.
Likewise, by 6 > 4, A also has the absolute advantage in producing good Y.
(iii) What is A’s opportunity cost of producing good X? What is B’s opportunity cost of producing good X? Does any have the comparative advantage in producing some good?
Ans: The PPF for A is 3x + 2y = 120; the PPF for B is (1/2)x + (1/4)y = 10 or 2x + y = 40. Hence, A’s opportunity cost of producing one unit of good X is 1.5 units of good Y. B’s opportunity cost of producing one unit of good X is 2 units of good Y. We see that A has the lower opportunity cost in producing good X (than B does), hence A has the comparative advantage in producing good X. Of course, B has the comparative advantage in producing good Y.
(iv) After each country specializes on producing some good according to the comparative advantage, a free trade takes place. Name a reasonable relative price of good X for them to trade. Which country is the exporter of good X?
Ans: Any number between 1.5 and 2 will do. Country A will export good X and import good Y.
---------------------------------------------------------------------
Also posted on my blog at http://jsw12011958.blogspot.com/
Last update on January 10, 2010
Fall 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
經濟學一 (Principles of Microeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
3:30 pm ~ 5:00 pm, January 11, 2010 Open books/notes exam. For questions 1 to 30, choose the most appropriate one from four alternatives. Three points for each. Questions 31 and 32 are short-essay or analytical questions (12 points each).
Total: 114 points. 字典與翻譯機，限於 4:00 pm 前使用。題目較靈活、非填鴨式，宜有系統地依序作答。
1. Recently we saw a movie clip about a meeting between a college young man (Todd) and his professor (Dr. Stephen Malley played by Robert Redford) in his office. That meeting took place
(A) in the late afternoon;
(B) at lunch hour;
(C) in the early morning;
(D) in the evening.
Ans: C. [From questions 1 thru 3, you will see why we do not really need mandatory attendance checking. 我的焦點與洪蘭教授不同，上課時間啃雞腿的學生有三種：邊啃邊聽課的、邊啃邊放空的、在教室外啃雞腿的。強制點名制度下，第三種不存在。我認為區分前兩者，是教師的基本責任。]
2. [continued from question 1] The title of that movie is
(A) The Class;
(B) The Emperor's Club;
(C) Charlie Wilson’s War;
(D) Lions for Lambs.
Ans: D. [Chinese title of (D) is 權力風暴；Chinese title of (C) is 蓋世奇才]
3. [continued from question 1] What we can learn from that clip include
(A) students can gain by bribing professors;
(B) students can gain by threatening professors;
(C) opportunity costs;
(D) social costs of cheating on exams.
Ans: C. [Also 差別取價(price discrimination)與自我選擇(self selection). http://www.aliran.com/index.php?option=com_content&view=article&id=427:on-robert-redfords-new-film-lions-for-lambs&catid=53:200710&Itemid=10 ]
4. Lessons we learn from rainfall data in California and New Mexico are
(A) 陳菊市長透過垃圾車廣播呼籲大家節約用水是有效的；
(B) 自來水公司應該視地區制定水費費率；
(C) 自來水公司應該由大陸進口自來水；；
(D) 政府應補貼獎勵大家抽取地下水。
Ans: B. [p.126, text]
5. [continued from question 4] Bad policies include
(A) 針對公立學校推動「一校一泳池」，減少民營游泳池之供給；
(B) 對洗車業實施總量管制；
(C) 檢討用水量龐大的工廠之水費費率與輔導遷徙；
(D) 對游泳池與三溫暖業者實施給水總量管制。
Ans: A.
6. The notion of utilometer
(A) was proposed by Adam Smith;
(B) was proposed by Jeremy Bentham;
(C) was proposed by Thorstein Veblen;
(D) was proposed to measure output thru input usages.
Ans: B. [p.126, text]
7. Examples of violating the law of diminishing marginal utility include
(A) 咖啡續杯半價；
(B) 90分鐘的協同教學的聽眾意見回饋通常比一學期的教學評量為佳；
(C) Most prefer spending NTD240 to see the movie Avatar now to buying its DVD at NTD299 six months later;
(D) Unfamiliar songs may become your favorite songs.
Ans: D. [p.126, text]
8. Suppose that you have NTD200 to be spent on coffee and strawberries consumption. Prices are NTD100 for each cup of coffee; NTD50 for each box of strawberries. We quantify your satisfaction as follows: one cup of coffee gives you 10 utils; two cups of coffee give you 18 utils; three cups of coffee give you 22 utils; four cups of coffee give you 24 utils; five cups of coffee give you 25 utils; one box of strawberries give you 20 utils; two boxes of strawberries give you 35 utils; three boxes of strawberries give you 45 utils; four boxes of strawberries give you 50 utils; five boxes of strawberries give you 51 utils. Your should buy
(A) 1 cup of coffee and 2 boxes of strawberries;
(B) 2 cups of coffee;
(C) 4 boxes of strawberries;
(D) None of the above is correct.
Ans: C. [50 is the highest utility level you can get. See pp.127-133, text]
9. [continued from question 8] Here we see
(A) how the formula MU1/P1 = MU2/P2 works;
(B) law of diminishing marginal utility holds for coffee only;
(C) law of diminishing marginal utility holds for strawberries only;
(D) law of diminishing marginal utility holds for both goods.
Ans: D. [Judging from 10 > 8 > 4 > 2 > 1 and 20 > 15 > 10 > 5 > 1]
10. [continued from question 8] If you have NTD300, then you should buy
(A) 3 cups of coffee;
(B) 2 cups of coffee and 2 boxes of strawberries;
(C) 1 cup of coffee and 4 boxes of strawberries;
(D) None of the above is correct.
Ans: C. [60 is the highest utility level you can get. See pp.127-133, text]
11. [continued from questions 8 and 10] Here we see that an increase in income
(A) shifts your demand curve of coffee to the right;
(B) shifts your demand curve of strawberries to the right;
(C) makes you consume less of coffee;
(D) makes you consume less of strawberries.
Ans: A. [For coffee, note the movement from (0, 100) to (1, 100); for strawberries, the point remains to be (4, 50). 此題係測試同學對需求曲線之靈活運用。]
12. Question 11 best illustrates the phenomenon which is
(A) 咖啡與草莓是互補財；
(B) 供給面因素導致咖啡比草莓貴；
(C) 所得增加會使消費者增加購買最喜歡的商品；
(D) 你是理性的消費者。
Ans: D. [草莓是你最喜歡的商品]
13. According to Chapter 5,
(A) 建商應該在台北信義區興建大坪數的高樓住宅；
(B) 建商應該在屏東地區興建小坪數的高樓住宅；
(C) 由好市多(Costo)試吃的大排長龍，可推知主客群所得水準下降；
(D) 由好市多(Costo)試吃的大排長龍，可推知顧客滿意度增加。
Ans: C. [pp.136-138, text]
14. During the last 30 years or so, we see fast growth in manufacturing industries while the service industries tend to grow slowly. Yet we see that real wages in both categories have risen substantially. One explanation is
(A) opportunity cost;
(B) government regulation;
(C) that nowadays it is more difficult to obtain licenses in service industries;
(D) that nowadays service industries have less employees.
Ans: A. [pp.147-148, text]
15. Suppose that you have worked as a (private) English tutor for junior high school students to earn tuition and fees. You charge NTD800 per hour if you have one student; NTD600 per hour if you have two students; NTD500 per hour if you have three students; NTD400 per hour if you have four students. Tutoring is done on the one-on-one basis; one hour per day for each student. Your supply of labor
(A) satisfies the law of supply;
(B) reflects that the market equilibrium price must be around NTD400 per hour;
(C) reflects that the market equilibrium price must be around NTD500 per hour;
(D) reflects that your opportunity cost of tutoring for one hour is no greater than NTD400.
Ans: D. [If your opportunity cost of tutoring for one hour is over NTD400, it does not make sense for you to teach four hours and earn NTD1,600 only.]
16. [continued from question 15] let C(q) be the your daily operating cost (including commuting and preparing materials) in providing tutorial service for the number of students being q of {1, 2, 3, 4}. Which one of the following makes sense?
(A) C(1) = 800; C(2) = 1,200; C(3) = 1,500; C(4) = 1,800;
(B) C(1) = 500; C(2) = 700; C(3) = 900; C(4) = 1,000;
(C) C(1) = 600; C(2) = 1,200; C(3) = 1,800; C(4) = 2,400;
(D) C(1) = 600; C(2) = 800; C(3) = 1,200; C(4) = 1,600.
*Ans: B. [Think about the non-increasing or decreasing marginal cost]
17. [continued from question 15] You wish that you can have
(A) four students;
(B) three students;
(C) at most two students;
(D) at least three students.
*Ans: D. [For one student, (daily) profit is 800 - 500 = 300; for two students, profit is 1,200 - 700 = 400; for three students, profit is 1,500 - 900 = 600; for four students, profit is 1,600 - 1,000 = 600.]
18. [continued from question 16] Your best friend also serves as a tutor similarly. Yet she charges NTD800 per hour if she has one student; NTD900 per hour if she has two students; NTD1,100 per hour if she has three students; NTD1,400 per hour if she has four students. Her function C(q) might be defined such that
(A) C(1) = 800; C(2) = 1,600; C(3) = 3,000; C(4) = 5,600;
(B) C(1) = 900; C(2) = 1,800; C(3) = 2,700; C(4) = 3,600;
(C) C(1) = 700; C(2) = 1,500; C(3) = 3,000; C(4) = 5,000;
(D) C(1) = 600; C(2) = 1,200; C(3) = 1,800; C(4) = 2,400.
*Ans: C.
19. [continued from question 18] In term of production efficiency, we shall say that
(A) you are more efficient than your best friend is;
(B) you are less efficient than your best friend is;
(C) you and your best friend are equally efficient;
(D) efficiency comparison does not make sense since tutorial service is not a manufacturing good.
Ans: A.
20. Borrow the example of Harry’s collecting recycled cans detailed in Chapter 6. Let q be the amount of cans he find; P be the redemption price (which is how much Harry can get for each collected recycled can). Suppose q = 600 (measured in cans daily) if P = 1 (cent per can); q = 1,000 if P = 1.5; q = 1,300 if P = 2; q = 1,500 if P = 3; q = 1,600 if P = 5. Stories behind this exclude
(A) Harry has more incentive to collect cans when P is higher;
(B) It becomes more difficult to collect cans when P is higher;
(C) Collecting more cans make Harry work more efficiently;
(D) More people start collecting cans when P is higher.
Ans: C. [Recall lectures]
21. [continued from question 20] Those (q, P) pairs are best interpreted as
(A) Harry’s demand curve as a price-taking consumer;
(B) The market supply curve of recycled cans;
(C) Harry’s supply curve as a price-taking producer;
(D) Harry’s supply curve as a price-making producer.
Ans: C. [Obvious]
22. The text has an example showing that each resident is willing to pay 6 cents (thru taxes) for each container removed from local environment. If the community has 60,000 citizens, then the benefit of removing one container becomes (6/60,000 =) 0.0001 cent per person! By the similar reasoning, when library spends NTD400,000 on subscribing e-journals or e-books but, on record, only 400 (檢索與下載人次) out of 8,000 people actually use them,
(A) we should pay attention to 400,000/8,000;
(B) we should pay attention to 400,000/400;
(C) we should stop subscribing them and subsidizing those 400 people or less;
(D)其意義與大量印發便民手冊與勞服宣導手冊相同。
Ans: A. [Think of the nature of public goods. See pp.164-165, text.]
23. The text raises an interesting point regarding financial analysts spending money and time on having superior forecasting models. Which of the following is not true?
(A) There are too many smart people working as corporate earning forecasters;
(B) Any one individual analyst spends less, he can be sure that the winning forecast will not be his;
(C) The society as a whole suffers little if all analysts spent less money on their forecasting models;
(D) Competition among those analysts leads to social optimum.
Ans: D. [See p.189, text]
24. A monopolist faces the market demand function f(P) = a - bP (with a > 0 and b > 0).
(A) Her marginal revenue curve (on Q-MR space) is 正斜率的直線。
(B) Her marginal revenue curve (on Q-MR space) is 負斜率的直線；
(C) Her revenue curve (on Q-R space) is 向上開口、正斜率的拋物線；
(D) Her revenue curve (on Q-R space) is 向下開口、正斜率的拋物線。
Ans: B. [Q = a - bP we have R = PQ = (a/b)Q - Q2/b, hence MR = a/b - (2/b)Q. See p.218, text]
25. [continued from question 24] Her revenue is maximized when
(A) Q is a;
(B) Q is a/2;
(C) Q is a/3;
(D) None of the above is correct.
Ans: B. [Q = a/2 maximizes R = PQ = (a/b)Q - Q2/b. Why? Note also that MR = 0 when Q = a/2.]
26. A firm takes output price P > 0 as given. Her variable cost is 0 at q = 0; 10 at q = 1; 15 at q = 2; 16 at q = 3; 20 at q = 4. Producing nothing is her unique best output decision if
(A) P = 4;
(B) P = 5.6;
(C) P = 6;
(D) P = 10.
Ans: A. [Her minimal average variable cost is 5 at Q = 4. Note profit is Q(P - AVC) - FC.]
27. [continued from question 26] Let P = 5.
(A) She can not maximize her profit;
(B) q = 5 is her best output decision;
(C) She cannot shut down production;
(D) She will choose q such that her marginal cost equals 5.
Ans: B. [At P = 5, she can choose either q = 0 or q = 4, yielding maximized profit as -FC. Hence we see the shut-down option. Marginal cost is not defined here.]
28. Suppose that both AVC and MC curves are U-shaped. MC is minimized at q = 3; AVC is minimized at q = 8; MC = AVC at q = 8 only.
(A) For q < 3, her VC is向下開口、正斜率的拋物線；
(B) For q > 3, her AVC is向上開口、正斜率的拋物線；
(C) For q < 8, her MC is向上開口、正斜率的拋物線；
(D) For q > 3, her MC > AVC.
Ans: A. [For q < 3, her VC is向下開口、正斜率的拋物線。For q > 3, her VC is向上開口、正斜率的拋物線。]
29. Let market demand and supply curves be Q = 3 - P and Q = P - 1 respectively.
If government decides to impose a unit tax, $1, and let sellers collect taxes on behalf of the government. At the new equilibrium (Q*, P*), we see
(A) consumers’ surplus is 1/8;
(B) consumers’ surplus is 1/4;
(C) producers’ surplus exceeds consumers’ surplus;
(D) None of the above is correct.
Ans: A. [Before tax, the equilibrium price is 2 and the equilibrium quantity is 1. Imposing unit tax on sellers’ side makes the supply curve shift to P = 1 + Q + 1 = 2 + Q. By Q = 3 - P and Q = P - 2, we get P* = 2.5 and Q* = 0.5. Keep in mind that sellers have to render tax money (= (1)(0.5)) to the government. It is easy to calculate CS = PS = (1/2)(1/2)(1/2) = 1/8.]
30. Let market demand and supply curves be Q = 3 - P and Q = P - 1 respectively.
If government decides to impose a unit tax, $1, directly on consumers.
(A) The new demand curve is Q = 4 - P;
(B) The new demand curve is Q = 2 - P;
(C) The new equilibrium quantity is 1;
(D) The new producers’ surplus is 1/4.
Ans: B. [The new demand curve is P = 3 - Q - 1 = 2 - Q. By P = 2 - Q and P = 1 + Q, we get Q** = 0.5 and P** = 1.5. Here, CS = PS = 1/8.]
31. Nowadays most countries do not have beverage container deposit laws (that require prices must be marked up to include the container deposit). Yet containers (especially aluminum cans) are well recycled by market force. In all universities in Taiwan, professors are required to hold (at least) 4 hours per week as office hours. Students are also asked in end-of-term teaching evaluations about whether they find professors helpful outside the classrooms. Ironically, students, definitely including mine, generally do not make use of office hours. Can you use demand and supply curves to analyze the “market” for office hours? Identify what price and quantity are. Can we say that there is a market failure here? What can we do to increase the demand (and/or supply) of advising time provided by the office hours policy? Will lifting (or abandoning) the office hours policy make students use more office hours? Can we say that students in better universities use office hours more often?
Ans: (skipped here)
32. Consider two countries, A and B. Suppose that each country has 10 hours to spend on producing goods. Assume that for one hour in the production of (good) X, A can produce 4 units of good X; for one hour in the production of (good) Y, A can produce 6 units of good Y. Assume that for one hour in the production of X, B can produce 2 units of good X; for one hour in the production of Y, B can produce 4 units of good Y. As we did in class, perfect divisibility and fixed technology are assumed throughout.
(i) Precisely depict the PPC (or PPF) for A on the x-y plane. You must also write down the equation, indicate the intercepts and slope.
Ans: The PPF for A is (1/4)x + (1/6)y = 10 or 3x + 2y = 120. Vertical intercept is 60, horizontal intercept is 40, and the slope is -1.5. [The PPF for B is (1/2)x + (1/4)y = 10 or 2x + y = 40. Vertical intercept is 40, horizontal intercept is 20, and the slope is -2.]
(ii) Does any country have the absolute advantage in producing some good? Carefully explain.
Ans: For one hour in the production of (good) X, A can produce 4 units of good X, B can produce 2 units of good X, hence A has the absolute advantage in producing X.
Likewise, by 6 > 4, A also has the absolute advantage in producing good Y.
(iii) What is A’s opportunity cost of producing good X? What is B’s opportunity cost of producing good X? Does any have the comparative advantage in producing some good?
Ans: The PPF for A is 3x + 2y = 120; the PPF for B is (1/2)x + (1/4)y = 10 or 2x + y = 40. Hence, A’s opportunity cost of producing one unit of good X is 1.5 units of good Y. B’s opportunity cost of producing one unit of good X is 2 units of good Y. We see that A has the lower opportunity cost in producing good X (than B does), hence A has the comparative advantage in producing good X. Of course, B has the comparative advantage in producing good Y.
(iv) After each country specializes on producing some good according to the comparative advantage, a free trade takes place. Name a reasonable relative price of good X for them to trade. Which country is the exporter of good X?
Ans: Any number between 1.5 and 2 will do. Country A will export good X and import good Y.
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Also posted on my blog at http://jsw12011958.blogspot.com/
Last update on January 10, 2010
Friday, January 01, 2010
A random thought to end 2009
After teaching for over 20 years, former students came back once in a while. Some would talk about some good/bad experience in old days, right before I am unconsciously getting those out of my mind (which is a hard disk with limited memory space). What I really want to say is that 4 years actually amount to a very tiny portion in their entire life span. Life does go on.
In recent years, I tried (but in vain) to advise my students to see an old movie "The Emperor's Club" (天之驕子) which, in my opinion, truly reflects what former teachers like myself might have while facing students of different generations across the time zone.
好的老師從沒有自身的成就，他們傾一生之力灌注在學生的生命裡。原先他們(自以為)像是樑柱，撐起學校的一片天。建築物汰舊換新時，少有人會注意到當初的樑柱 -- But what happens if the new building proves to be a lemon good。
"A man's character is his fate."
"We are here to teach students and offer them a chance to excel themselves even against their (initial) will. Yet, some will never learn, for better or for worse. After all, teachers cannot mold students. And possibly no one can! The best we can do probably is to set up some timely examples and provide the best resources we can. The rest is out of our hands. Luckily the service we provide here does not have the life-time warranty. Otherwise, the college might go bankruptcy." If the latter is valid, MOE has no reason to care about 退場機制
In recent years, I tried (but in vain) to advise my students to see an old movie "The Emperor's Club" (天之驕子) which, in my opinion, truly reflects what former teachers like myself might have while facing students of different generations across the time zone.
好的老師從沒有自身的成就，他們傾一生之力灌注在學生的生命裡。原先他們(自以為)像是樑柱，撐起學校的一片天。建築物汰舊換新時，少有人會注意到當初的樑柱 -- But what happens if the new building proves to be a lemon good。
"A man's character is his fate."
"We are here to teach students and offer them a chance to excel themselves even against their (initial) will. Yet, some will never learn, for better or for worse. After all, teachers cannot mold students. And possibly no one can! The best we can do probably is to set up some timely examples and provide the best resources we can. The rest is out of our hands. Luckily the service we provide here does not have the life-time warranty. Otherwise, the college might go bankruptcy." If the latter is valid, MOE has no reason to care about 退場機制
Sunday, December 20, 2009
witty quote
"One can manipulate languages but cannot manipulate conscience. So, whatever is true and excellent we pursue; whatever is mediocre, we leave to others who enjoy it most."
-- quoted from a colleague whom I truly expect to meet in Heaven; sorry for those who have the ticket to hell
-- quoted from a colleague whom I truly expect to meet in Heaven; sorry for those who have the ticket to hell
Saturday, December 19, 2009
Celebration for moving up to a higher echelon or for ending the nightmare?
The history keeps repeating herself everywhere. Every year about the same time, students at my department (and highly likely at other departments of other schools) came to the finishing line of their graduation thesis (or senior thesis with nothing to do with the honor program) by copying a large amount of materials from Master dissertations and pasting them (almost without editing) to their papers. Evidence abound. This year is of no exception. Two papers I read cited two references (one in English and another in Chinese) on page 1 but they were not in the references section. Poor folks! To me, their creditability was gone due to that detection. Here is what they (well, most of them) do. Students only read one paper (in Chinese, I bet) in which the author cited those papers. [I am not saying that the latter must have read those papers.] After copying and pasting them in a minute or so, our students did not even spend time to track down those references. Some time ago, I had a conversation with one of my friend who is a big shot at some good program. What I suggested him to do is the following. Let his student cite a non-existig paper (dealing with a hot topic) in the student’s thesis. Given the reputation of my friend and great influence, I bet that in five years this non-existing paper can be a common reference in many Master dissertations in Taiwan. Will it interest editors at AER?
Could be.
Knowing how students finish their papers, I honestly do not find any reason to feel happy about their coming to the finishing line. But they all looked so happy. So, I must be wrong about it. I then came to a hypothesis. They must be celebrating for two reasons. One is that they knew by heart that they did not really learn a good deal from course work and use those as ground work to write a paper but luckily they fooled everybody. Another is that they worked hard and saw the harvest. Both are good reasons for them to celebrate. The question is: how many of them belong to the first category? And the second category? Here is an analogy which may not be politically correct. My apology and disclaimer go first. After decades of searching, a woman finally got married. Her excitement might be (1) finally a poor man married her as a result of information asymmetry and will suffer immensely till the day he dies, or (2) her long search for true love is finally justified. We truly wish it is (2) should we be her guests at the wedding.
While I was in the doctoral program back to the late 1980s, one day at the toilet, I overheard a brief conversation between a young Assistant Professor and another one. Both were teaching management courses, not economics courses. They did not know me. “Gee! Finally it is the (Spring) break! I swear that no book, no paper, no reading, no writing for me for the entire week,” proudly said by that Assistant Professor. He lost my respect since then.
My advisor, James Foster, was the opposite. Lucky me! As a matter of fact, I must be blessed to have all my professors and mentors coming from another category. Pursuing the truth, learning, and striving for excellence are all habits, not endowed gift. Some have them but some don’t. The V.P. (very powerful) (lady) M is a character. I know that many people around, with myself included occasionally, say nasty things about her. I am pleased to live with that because I know that many people also dislike me, well, not necessarily for the same reasons. So, as far as the unpopularity contest is concerned, she might get more votes than I. Even for that matter, I have every reason to wholeheartedly wish her live longer, work harder, and just do not retire before I do. On December 18, out of my surprise she showed up for the graduation papers showcase. She did not give a speech and leave. Instead, she picked a seat on a row at the back and paid good attention to all papers presented. I must also add that somehow she must be having a very good mood by judging from her comments given. I read all the papers before that day but she did not have such information. Still, she asked good questions, showing that she was not wasting her three hours by sitting there. A paper with a serious flaw was immediately pointed out by her. By the way, her expertise is about language instruction, which is far away from business field.
Now, can anyone tell me why we should celebrate?
Could be.
Knowing how students finish their papers, I honestly do not find any reason to feel happy about their coming to the finishing line. But they all looked so happy. So, I must be wrong about it. I then came to a hypothesis. They must be celebrating for two reasons. One is that they knew by heart that they did not really learn a good deal from course work and use those as ground work to write a paper but luckily they fooled everybody. Another is that they worked hard and saw the harvest. Both are good reasons for them to celebrate. The question is: how many of them belong to the first category? And the second category? Here is an analogy which may not be politically correct. My apology and disclaimer go first. After decades of searching, a woman finally got married. Her excitement might be (1) finally a poor man married her as a result of information asymmetry and will suffer immensely till the day he dies, or (2) her long search for true love is finally justified. We truly wish it is (2) should we be her guests at the wedding.
While I was in the doctoral program back to the late 1980s, one day at the toilet, I overheard a brief conversation between a young Assistant Professor and another one. Both were teaching management courses, not economics courses. They did not know me. “Gee! Finally it is the (Spring) break! I swear that no book, no paper, no reading, no writing for me for the entire week,” proudly said by that Assistant Professor. He lost my respect since then.
My advisor, James Foster, was the opposite. Lucky me! As a matter of fact, I must be blessed to have all my professors and mentors coming from another category. Pursuing the truth, learning, and striving for excellence are all habits, not endowed gift. Some have them but some don’t. The V.P. (very powerful) (lady) M is a character. I know that many people around, with myself included occasionally, say nasty things about her. I am pleased to live with that because I know that many people also dislike me, well, not necessarily for the same reasons. So, as far as the unpopularity contest is concerned, she might get more votes than I. Even for that matter, I have every reason to wholeheartedly wish her live longer, work harder, and just do not retire before I do. On December 18, out of my surprise she showed up for the graduation papers showcase. She did not give a speech and leave. Instead, she picked a seat on a row at the back and paid good attention to all papers presented. I must also add that somehow she must be having a very good mood by judging from her comments given. I read all the papers before that day but she did not have such information. Still, she asked good questions, showing that she was not wasting her three hours by sitting there. A paper with a serious flaw was immediately pointed out by her. By the way, her expertise is about language instruction, which is far away from business field.
Now, can anyone tell me why we should celebrate?
Thursday, December 17, 2009
論「釋放訊號」在大學校園的認知 -- 以文藻點名制度為例
誤植更名:畢業專題題目 『論「釋放訊號」在大學校園的認知 -- 以文藻點名制度為例』，在系網頁不慎被腰斬呈現為『論「釋放訊號」在大學校園的認知』，特此正名。這是很有原創意的議題，歡迎大家來聽。
Saturday, December 12, 2009
resume (Chinese version) updated
衛忠欣 (Jong-Shin Wei)
文藻外語學院國際企業管理系 (07) 342-6031 ext.6222
高雄市三民區民族一路900號 (80793) 0912-604-341
jsw12011958@gmail.com
學歷
美國普度大學經濟學博士 1988年12月
(Purdue University, West Lafayette, Indiana, U.S.A.)
國立交通大學海運管理工學士 1980年6月
專任經歷
文藻外語學院國際企業管理系副教授 (2009秋季～)
講授課程：個體經濟學原理(部份英語授課)、個體經濟學、專題報告寫作
文藻外語學院國際企業系副教授 (2007秋季～2009春季)
講授課程：個體經濟學原理(部份英語授課)、總體經濟學原理(部份英語授課)、個體經濟學
管理數學、微積分、應用賽局、訊息與談判實作、專題報告寫作、國際文化經濟(支援國交所碩士在職專班；僅一次)
文藻外語學院國際企業系副教授兼首任系主任 (2004秋季～2007春季)
講授課程：經濟學(英語授課)、專業英文研究寫作(英語授課；支援英文系)、經濟學(支援資管傳系)、個體經濟學、管理數學、微積分、訊息與談判實作
樹德科技大學金融保險系所副教授 (2002春季～2004春季)
講授課程：個體經濟(日夜四技一)、總體經濟(日夜四技一)、貨幣銀行學(日夜四技選修)
保險經濟(研究所選修)、訊息與談判實作(研究所選修)
逢甲大學經濟系所副教授 (1992秋季～2001秋季)
研究所授課含：個體經濟理論、數量方法、應用賽局、個經理論專題
大學部開課有：個體經濟學、經濟數學、賽局與經濟、訊息與決策、經濟學、公共選擇
美國佛羅里達國際大學經濟學系助理教授 (1988～1991)
博士班授課含：個經理論Ⅰ與Ⅱ、數量方法、個經理論專題
大學部開課有：個體經濟學、初級個經、賽局、產業經濟學、數理經濟學、個經專題
美國普度大學管理學院(博士生)講師 (1984～1986；1987～1988)
獨立授課：大二個體經濟學
教學興趣
個體經濟學(任一程度)、應用賽局、訊息與不確定性、訊息與談判實作、
商管(中英文)論文寫作、管理數學、經濟數學、公共經濟學、產業經濟學
研究興趣
應用賽局、訊息與談判、產業經濟、公共經濟、數理經濟、經濟教學方法論
開發新課程 (New courses development)
應用賽局 (美國佛羅里達國際大學、逢甲大學)
訊息與決策、公共選擇 (逢甲大學經濟學系)
賽局與社會科學、公共選擇、訊息與策略 (東海大學社會學系)
保險經濟、訊息與談判實作、貨幣銀行學 (樹德科技大學金融保險系所)
訊息與談判實作 (文藻外語學院國際企業系)
學術著作 [中括弧針對期刊納入文獻索引資料庫之加註，雖俗不可耐，個人無力抗拒]
Wei, Jong-Shin and Li-Hsun Wang (2009): "Improving EPS: An Illusory Motive in
Stock Repurchases," International Journal of Business and Economics, vol.8, no.3 (in preparation) [EconLit indexed]
Wei, Jong-Shin (2009): "A Note on Second-order Conditions for Maximizing Monopolist's Revenue and a Quantity-Setting Symmetric Duopoly,"
International Journal of Business and Economics, vol.8, no.1, pp.83-86 [EconLit indexed]
Cheng, Su-Yin, Jong-Shin Wei, and Han Hou (2008): "A Cointegration Analysis on
Purchasing Power Parity and Country Risk," International Journal of Business and Economics, vol.7, no.3, pp.199-211 [EconLit indexed]
Wei, Jong-Shin (2008): "Moral Hazard and Adverse Selection, "International Encyclopedia of Public Policy, Vol.2: Economic Policy, edited by Phillip O'Hara, pp.437-442 (refereed on-line publication)
Wei, Jong-Shin (2008): "Having Fun with Organized Kissing: A Pedagogical Note,"
International Journal of Business and Economics, vol.7, no.1, pp.53-59 [EconLit indexed]
Wei, Jong-Shin (2007): "Book Review – World Investment Prospects to 2010 -- Boom or Backlash?” International Journal of Business and Economics, vol.6, no.2, pp.179-180 [EconLit indexed]
Wei, Jong-Shin (2005): "Book Review -- Doing Business in 2004: Understanding
Regulation," International Journal of Business and Economics, vol.4, no.2, pp.173-17[EconLit indexed][also cited at a conference in France]
Wei, Jong-Shin and Chwen-Chi Liu (2003): "Structure, Conduct, and Performance on
Principal-Agent Models: An Overview," International Journal of Business and Economics, vol.2, no.3, pp.177-178 [EconLit indexed]
Wei, Jong-Shin (2001): "Review on Economic Games and Strategic Behaviour (by Frank Stahler, 1998)," Kyklos, vol.54, fasc.1, pp.164-166 [SSCI and EconLit indexed]
衛忠欣、許翠珍、黃秀蓉 (1999)：「大學校園研究室的分配問題與拍賣」，公平交易季刊，第七卷第三期，pp.99-112 (行政院公平交易委員會出版)[TSSCI indexed]
Wei, Jong-Shin (1999): "Why Two Indifference Curves Cannot Intersect," Atlantic
Economic Journal, vol.27, no.1, pp.114-114 [EconLit indexed]
Wei, Jong-Shin (1998): "Review on Fair Division (by S.J. Brams and A.D. Taylor, 1996)," Kyklos, vol.51, fasc.1, pp.132-133 [SSCI and EconLit indexed]
Wei, Jong-Shin (1996): "Review on Game-Theoretic Methods in General Equilibrium Analysis (edited by J.-F. Mertens and S. Sorin, 1994)," Southern Economic Journal, vol.63, no.1, pp.288-289 [SSCI and EconLit indexed]
Wei, Jong-Shin (1994): "A Sufficient Condition for Buying Full Insurance Against Risk," Atlantic Economic Journal, vol.22, no.4, pp.74-74 [EconLit indexed]
Wei, Jong-Shin (1991): "Auctions and Auctioneers" in Magill's Survey of Social Science: Economics, pp.95-100. CA: Salem Press
近五年之會議論文
衛忠欣 (2009)：國際社交網路服務之 Pets Game應用 -- 競標策略與教師人氣指標，發表於『2009第四屆三方論壇』，文藻外語學院，10/17/2009
衛忠欣 (2009)：On Teaching Point Elasticity of Demand and Change in Revenue due to Price Change -- A Revisit with and without Calculus，發表於『經濟學原理之教學研習會』，文藻外語學院，06/26/2009 (兼主辦人；與會教師來自十所中南部大專校院)
蔡長暐、衛忠欣、郭瑪琍亞 (2005)：非專業知識(如第一印象、星座)對行銷人員的重要性，發表於『2005年21世紀管理理論與實務研討會』，大葉大學，06/10/2005
李俊昌、衛忠欣 (2005)：由交友網站論金融商品媒介平台之可行性，發表於『2005管理學術研討會』，立德管理學院，05/26/2005
學術榮譽、研究計劃、學術歷練、專案執行、學術服務與研習
主編 (Editor) (2006～)：International Journal of Business and Economics
副主編 (Co-Editor) (2004～2006)：International Journal of Business and Economics
執行編輯 (Managing Editor) (2002～2003)：International Journal of Business and
Economics (ISSN 1607-0704; indexed in EconLit)，2002年發行創刊號。(籌備工作始於2000年)
常務理事(選任；2008～)：高雄市財富規劃顧問協會
產學研究案計畫共同主持人(與王立勳合作)：首羿國際股份有限公司委託研究案『應用BOSS企業經營模擬系統於商管教學之成效評估』，(NTD60,000；執行期間07/23/2009-07/31/2010)
提案與計畫主持人：就業學程：『娛樂服務業國際化經營學程』，(NTD450,000；
職訓局與文藻外語學院各負擔一半。執行期間08/01/2007-07/31/2008) 已結案
提案與計畫主持人：「國際文化商務推展員」學程認證班，(高雄市政府經費NTD153,600；執行期間07/01/2007-09/15/2007）。已結案
提案與計畫主持人：『94年提昇學校師生創造力教育專案子計畫：創意文藻人 -- 結合外語專區、經管與創造力』(教育部經費NTD360,000；執行期間03/01/2005-12/10/2005)。已結案
提案人與計畫共同主持人：『國際物流證照南區種子師資培訓班』(教育部經費NTD296,857；執行期間03/01/2006-12/10/2006)。吳德華老師為共同主持人。已結案
Wei, Jong-Shin (2006): "On Relative Preferences and Strategic Interaction a la Cournot and Stackelberg," March, 文藻外語學院補助教師專題研究計畫(NTD30,000；執行期間04/20/2006-12/31/2006)，已結案
Wei, Jong-Shin (2006): "On Competing Agents to Wake up a Sleeping Tiger -- First
Movers (Dis-)Advantage in Fund-seeking Related to the World Games,”屬於『臺灣
與世界休閒產業文化研究』之子計畫。文藻外語學院補助 (NTD24,000；執行期間01/01/2006-12/31/2006)。也是『臺灣與世界休閒產業文化研究』三位協同主持人之一。已結案。研究成果之前半部，已被International Encyclopedia of Public Policy接受，2008正式刊登
吳德華、衛忠欣 (2007): "Potential Problems on the Advance Pricing Agreement Program," 文藻外語學院補助教師專題研究計畫 (NTD30,000；執行期間01/01/2007-12/31/2007)，已結案
『訊息與談判實作』課程：通過文藻外語學院『網路教材製作獎勵』初審與複審(NTD30,000；執行期間02/01/2008-07/31/2008)
『個體經濟學』課程：獲得文藻外語學院『網路教材製作獎勵』初審與複審(NTD30,000；執行期間08/01/2007-12/31/2007)
『個體經濟學原理、微積分』課程：獲得文藻外語學院『運用網路教學平台輔助教學』獎勵 (12/31/2007)
『經濟學(上)』：獲得文藻外語學院『教師教學資訊科技能力整合教育訓練計畫第一階段網路學園課程數位教材評鑑』優良作品 (12/31/2005)
『文藻外語學院國際企業系與浩宏管理顧問有限公司產學合作案』之(無給職)顧問 (03/08/2006-02/28/2007)
共同創辦高雄市政府與文藻外語學院聯合辦理之「國際事務暨文化交流學程」與協助規劃高雄市政府公教人力發展局95071「國際事務暨文化交流研習班」(課程共140小時) (11/01/2005-09/30/2006)，合作備忘錄簽署於11/25/2005
無償規劃高雄市政府公教人力發展局94212「公務英文加強班」與94236「公務學習工作坊」，課程共36小時 (11/01/2005-12/16/2005)，合作備忘錄簽署於10/25/2005
「高雄市財富規劃顧問協會」之共同發起人與常務理事
研習證書：文藻外語學院第一階段教師『教學資訊科技能力整合』教育訓練課程，
課程共16小時 (09/07/2004-02/03/2005)
參加外交部主辦『第一期外交研習營』，南元休閒農場 (03/07/2005-03/08/2005)
主辦人：1993年個體經濟國際學術研討會 (逢甲主辦，國科會與教育部贊助)參加之學者含H. Moulin，W. Thomson，D.E. Campbell，E. Hoffman，T. Saijo，胡勝正，朱敬一，巫和懋，麥朝成與楊建成 (奉楊濬中校長核定記功二次)
校方代表：逢甲大學係西方經濟學會之團體會員，奉歷任院長指派為該會在逢甲的代表 (1997-2001)
國科會研究計畫主持人，Weakly Unilaterally Competitive Games and Nash Equilibrium Selection: A Synthesis，NSC84-2415-H-035-015
國科會研究計畫主持人，Graphical and Functional Properties of Expected Utility
Models，NSC88-2415-H-035-004
Wei, Jong-Shin (2003): "Nash Equilibrium versus Solitary Equilibrium: An Inquiry into New Concepts and Classroom Experiments," May, 樹德科技大學校內研究計畫 (編號：校研-14；NTD25,000；執行期間08/01/2002-01/31/2003)
David Ross 論文寫作獎學金：普度大學 (08/1986 - 07/1987)
全額博士生獎學金：普度大學 (08/1983-07/1986; 08/1987-07/1988)
兼任授課經歷
樹德科技大學金融保險學系兼任副教授 (2004秋季)
講授課程：訊息與談判實作 (研究所選修)
東海大學社會學系兼任副教授 (1999秋季～2000秋季)
講授課程：賽局與社會科學 (1999秋季)、公共選擇 (2000春季)
訊息與策略 (2000秋季)
近四年之校外學術演講、技術服務、實務講習與短期授課
March 19, 2009. 國立教育廣播電台高雄分台約訪錄音，「教育電影『天之驕子』vs.『我和我的小鬼們』」。播出日：March 31, 2009
December 25, 2008. 國立教育廣播電台高雄分台約訪錄音，「從電影『竊聽風暴』聊談判策略」。播出日：January 20, 2009
December 29, 2008. 專題演講「由學院派思維看專業經理人之基本素養(一)」，高雄市財富規劃顧問協會
April~May 2008. Stratford University的IMBA密集課程International Economics (4.5 credit hours)
March 2008. 實踐大學歐洲研究中心負責的MBA (International Business with Focus on Asia or Central and Eastern Europe) 密集課程Business Strategies and Negotiation Skills (2 credit hours全英語授課)
2007. 擔任實踐大學96學年度國際企業系系務發展咨詢與課程規劃外聘委員
December 2006. 擔任實踐大學95學年度自我評鑑訪評委員
12/26/2007. General lecture on 「如何閱讀英文教科書」，實踐大學內門校區
12/20/2007. General lecture on 「形象包裝」，實踐大學四維分部
07/21/2006; 08/17/2005; 08/22/2006; 09/01/2006. 擔任高雄市政府公教人力發展局95071「國際事務暨文化交流研習班」講座
12/07/2005; 12/16/2005. 擔任高雄市政府公教人力發展局94212「公務英文加強班」講座
12/14/2005. 擔任高雄市政府公教人力發展局94236「公務學習工作坊」講座
12/05/2005. Seminar speaker on “A Short Course on the Writing Style of Research Papers for Social Sciences,”樹德科技大學金融保險研究所『金融保險潮流專題演講』系列
11/28/2005. Seminar speaker on “Fun to Think Strategically,” 樹德科技大學金融保險研究所『金融保險潮流專題演講』系列
08/12/2005. 擔任「旗津美力贏者圈社造專案 -- 總體計畫」之『高雄D.C.美力觀光休憩輔導團』顧問。執行單位：高雄市政府公教人力發展局
12/01/2004. 擔任「英語多元學習系列」專題講座。屬於『教育部93年度提升學生外語能力專案補獎助計畫』。執行單位：永達技術學院
11/30/2004; 12/07/2004; 12/14/2004. 擔任高雄市政府公教人力發展局93341「國際事務菁英班」講座。(9小時全英語授課)
11/04/2004. 擔任「英語教學方法」專題講座。屬於『教育部93年度提升學生外語能力專案補獎助計畫』。執行單位：永達技術學院
08/16/2004. 演講：「另類的檔案管理」。文藻外語學院93學年度職員教育訓練課程第一場
09/15/2003. 演講：「檔案管理」。保誠人壽台南分公司
(校內專業領域之學術演講與座談會，不在此列舉)
碩士論文指導
網頁資訊透明化之落實程度--以金融業、樹德科大、朝陽科大、嶺東科大與清雲科大為例 (樹德科技大學 張媛茹，2006)
第一印象對金融行銷人員的影響 -- 取樣與質性分析
(樹德科技大學 蔡長瑋，2006)
由交友網站論金融商品媒介平台之可行性 (樹德科技大學 李俊昌，2005)
剖析「自我選擇」模型之最適解 (逢甲大學 許翠珍，2000)
由計費方式論保險需求的經濟分析 (逢甲大學 詹志明，1996)
品質保證之經濟分析 (逢甲大學 鍾孟維，1996)
(純粹擔任碩士論文考試口試委員，不在此列舉。四技生之畢業專題指導，亦略)
任職文藻期間之校內服務
指導完成五篇畢業專題論文，特色是每篇的內文，都能因應需要，以「國際」開始。論文為：由RateMyProfessor.com看校園資訊不對稱與建構網站 (朱家煌，王智立，許鈺琪)；論「釋放訊號」在大學校園的認知 -- 以文藻點名制度為例 (李哲琳，陳育旻，鄭伊涵，徐明駿)；消費者對專櫃人員的第一印象: 以百貨公司櫃員為例 (柯菀倪，洪琪雅，吳思賢，吳佩樺)；由實驗探討相對偏好與策略互動 (王若蘋，陳昌隆，黃家華，劉映辰)；由「資訊不對稱」論「主廚推薦」之經濟意義 (郭厚彤、鄭詩宇、王姿惠、蘇湘婷)國際企業系系主任：2004秋季～2007春季
代表國際企業系規劃與執行95學年度獎勵大學教學卓越計畫之各項細部計畫 (經費：NTD2,200,000)
代表國際企業系與高雄市政府公教人力發展局吳英明局長簽署官學合作備忘錄，
負責規劃「公務英文加強班」與「公務學習工作坊」(10/25/2005簽約)
代表國際企業系與國際事務系劉主任、高雄市政府公教人力發展局吳英明局長簽署官學合作備忘錄，協同創辦「國際事務暨文化交流學程」(11/25/2005簽約)
代表國際企業系與國際事務系劉主任、韓國首爾科技整合大學 (aSSIST) 簽署國際學術交流合作協議書
(09/23/2005簽約)
代表國際企業系與錠嵂保險經紀人公司郭士榮經理簽署產學合作協議書(06/13/2007簽約)。該公司已於2007年暑假，提供2週的實習與研習營
代表國際企業系與三商美邦人壽張榮展經理簽署產學合作協議書 (05/19/2006簽約)。該公司已於2006年暑假，提供實習機會
代表國際企業系與聖偉機械有限公司黃興國總經理簽署產學合作協議書 (07/01/2007簽約)。本系蔡同學已於2007年暑假，完成11週實習
撰寫「95年度教育部辦理技專校院提昇系科教學品質專案計畫：發展系本位課程數位化教學暨證照模擬環境之實驗室建構」計畫書 (經費需求：NTD4,800,000)
撰寫95年度教育部技專校院發展學校重點特色：「專業經理人培訓中心」之設置專案補助計畫書 (經費需求：NTD1,914,800)
國際企業系主任導師：2004秋季～2007春季
國際企業系班級導師：2004秋季～2009秋季
96學年度文藻外語學院教師評審委員會選任委員
93~95學年度文藻外語學院教師評審委員會當然委員
96學年度文藻外語學院產學合作推行委員會委員：(08/01/2007～07/31/2008)
96學年度文藻外語學院資訊發展委員會委員：(08/01/2007～07/31/2008)
96學年度文藻外語學院教師評鑑辦法修訂會議代表 (無聘書)
95學年度文藻外語學院全人發展委員會委員：(08/01/2006～07/31/2007)
95學年度文藻外語學院職工評審委員會委員：(06/10/2006～07/31/2007)
93至98學年度文藻外語學院圖書館委員會委員
97學年度文藻外語學院教務會議教師代表
97學年度國際事務系教師評審委員會委員
94學年度日本語文系校內自我評鑑委員 (04/19/2006發聘)
94與95學年度歐盟園區教育發展委員會委員
文藻圖書館2005年擴充工程規劃委員 (01/01/2005發聘)
93與94學年度經濟商管學生會(AIESEC)指導老師
94學年度經費稽核委員會委員 (無聘書)
94年校外協助招生活動 -- 全國技職院校南區博覽會(在南台科技大學06/03/2005)、左營高中
93年校外協助招生活動 -- 天主教大學校院博覽會(在台南德光女中)
(尚有擔任各類當然委員、考試命題委員、書面審查委員或口試委員、校內活動主持人或評論人，皆不宜在此列舉)
近兩年執行之國際學術交流活動
2008春季：邀請短期客座教授 Professor Tatsuyoshi Saijo (西條辰義Osaka University, Japan)。Associate Editor for International Economic Review, Review of Economic Design, Experimental Economics, and Economics Bulletin. 經費：教育部教學卓越計畫，NTD100,000
2007春季：邀請短期客座教授 Professor Cem Karayalcin (Florida International University, U.S.A.)。Associate Editor for International Journal of Business and Economics. 經費：教育部教學卓越計畫，NTD150,000
休閒著作
衛忠欣 (2009)："老師要的是好校長？還是對他們好的校長？"，收錄於文藻3285瑞不可擋，pp.26-29，文藻外語學院
衛忠欣 (2000)："請回答：「論文是否抄襲？」"，自由時報，意見廣場，六月十八日 (筆名：亦雲)
衛忠欣 (1977)："驕陽下"，中央日報，副刊，九月一日 (筆名：亦雲)
無實質意義的學術榮譽、經歷與證書
中華民國私立教育事業協會頒給模範教師獎狀 (09/28/2009)
中華民國私立教育事業協會頒給大勇獎 (09/28/2007)
行政院謝長廷院長頒給三等服務獎章 (10/25/2005)
高勝國際管理顧問股份有限公司(無給職)顧問 (2005～)
『語文與國際研究』(Languages, Literary Studies and International Studies:
An International Journal) (ISSN 1811-4717) 編輯委員 (08/01/2005-07/31/2009)
『樹德科技大學學報』編審委員 (08/01/2002-07/31/2004)
登入Marquis的世界名人錄 (Who’s Who in the World) (1997，第十四版)
Beta Sigma Honor Society之會員 (在普度大學入會)
個人資料
男性，曾嗜好籃球，富幽默感與正義心，1958年12月1日生於左營。海軍陸戰隊第30期預官，1982年八月退伍，即赴美國羅徹斯特大學 (University of Rochester) 就讀碩士班，次年轉入普度大學攻讀博士。身高173公分、血型A，大學時受洗為基督徒，無任何政黨活動
專業雜記部落格： http://jsw12011958.blogspot.com
介紹人 (References)
劉純之博士
逢甲大學風險管理與保險系所教授
張保隆博士
逢甲大學校長
企業管理系所講座教授
胡勝正博士
中央研究院院士
前行政院金融監督管理委員會主任委員
Dr.Cem Karayalcin
美國佛羅里達國際大學教授
(last updated on December 12, 2009)
文藻外語學院國際企業管理系 (07) 342-6031 ext.6222
高雄市三民區民族一路900號 (80793) 0912-604-341
jsw12011958@gmail.com
學歷
美國普度大學經濟學博士 1988年12月
(Purdue University, West Lafayette, Indiana, U.S.A.)
國立交通大學海運管理工學士 1980年6月
專任經歷
文藻外語學院國際企業管理系副教授 (2009秋季～)
講授課程：個體經濟學原理(部份英語授課)、個體經濟學、專題報告寫作
文藻外語學院國際企業系副教授 (2007秋季～2009春季)
講授課程：個體經濟學原理(部份英語授課)、總體經濟學原理(部份英語授課)、個體經濟學
管理數學、微積分、應用賽局、訊息與談判實作、專題報告寫作、國際文化經濟(支援國交所碩士在職專班；僅一次)
文藻外語學院國際企業系副教授兼首任系主任 (2004秋季～2007春季)
講授課程：經濟學(英語授課)、專業英文研究寫作(英語授課；支援英文系)、經濟學(支援資管傳系)、個體經濟學、管理數學、微積分、訊息與談判實作
樹德科技大學金融保險系所副教授 (2002春季～2004春季)
講授課程：個體經濟(日夜四技一)、總體經濟(日夜四技一)、貨幣銀行學(日夜四技選修)
保險經濟(研究所選修)、訊息與談判實作(研究所選修)
逢甲大學經濟系所副教授 (1992秋季～2001秋季)
研究所授課含：個體經濟理論、數量方法、應用賽局、個經理論專題
大學部開課有：個體經濟學、經濟數學、賽局與經濟、訊息與決策、經濟學、公共選擇
美國佛羅里達國際大學經濟學系助理教授 (1988～1991)
博士班授課含：個經理論Ⅰ與Ⅱ、數量方法、個經理論專題
大學部開課有：個體經濟學、初級個經、賽局、產業經濟學、數理經濟學、個經專題
美國普度大學管理學院(博士生)講師 (1984～1986；1987～1988)
獨立授課：大二個體經濟學
教學興趣
個體經濟學(任一程度)、應用賽局、訊息與不確定性、訊息與談判實作、
商管(中英文)論文寫作、管理數學、經濟數學、公共經濟學、產業經濟學
研究興趣
應用賽局、訊息與談判、產業經濟、公共經濟、數理經濟、經濟教學方法論
開發新課程 (New courses development)
應用賽局 (美國佛羅里達國際大學、逢甲大學)
訊息與決策、公共選擇 (逢甲大學經濟學系)
賽局與社會科學、公共選擇、訊息與策略 (東海大學社會學系)
保險經濟、訊息與談判實作、貨幣銀行學 (樹德科技大學金融保險系所)
訊息與談判實作 (文藻外語學院國際企業系)
學術著作 [中括弧針對期刊納入文獻索引資料庫之加註，雖俗不可耐，個人無力抗拒]
Wei, Jong-Shin and Li-Hsun Wang (2009): "Improving EPS: An Illusory Motive in
Stock Repurchases," International Journal of Business and Economics, vol.8, no.3 (in preparation) [EconLit indexed]
Wei, Jong-Shin (2009): "A Note on Second-order Conditions for Maximizing Monopolist's Revenue and a Quantity-Setting Symmetric Duopoly,"
International Journal of Business and Economics, vol.8, no.1, pp.83-86 [EconLit indexed]
Cheng, Su-Yin, Jong-Shin Wei, and Han Hou (2008): "A Cointegration Analysis on
Purchasing Power Parity and Country Risk," International Journal of Business and Economics, vol.7, no.3, pp.199-211 [EconLit indexed]
Wei, Jong-Shin (2008): "Moral Hazard and Adverse Selection, "International Encyclopedia of Public Policy, Vol.2: Economic Policy, edited by Phillip O'Hara, pp.437-442 (refereed on-line publication)
Wei, Jong-Shin (2008): "Having Fun with Organized Kissing: A Pedagogical Note,"
International Journal of Business and Economics, vol.7, no.1, pp.53-59 [EconLit indexed]
Wei, Jong-Shin (2007): "Book Review – World Investment Prospects to 2010 -- Boom or Backlash?” International Journal of Business and Economics, vol.6, no.2, pp.179-180 [EconLit indexed]
Wei, Jong-Shin (2005): "Book Review -- Doing Business in 2004: Understanding
Regulation," International Journal of Business and Economics, vol.4, no.2, pp.173-17[EconLit indexed][also cited at a conference in France]
Wei, Jong-Shin and Chwen-Chi Liu (2003): "Structure, Conduct, and Performance on
Principal-Agent Models: An Overview," International Journal of Business and Economics, vol.2, no.3, pp.177-178 [EconLit indexed]
Wei, Jong-Shin (2001): "Review on Economic Games and Strategic Behaviour (by Frank Stahler, 1998)," Kyklos, vol.54, fasc.1, pp.164-166 [SSCI and EconLit indexed]
衛忠欣、許翠珍、黃秀蓉 (1999)：「大學校園研究室的分配問題與拍賣」，公平交易季刊，第七卷第三期，pp.99-112 (行政院公平交易委員會出版)[TSSCI indexed]
Wei, Jong-Shin (1999): "Why Two Indifference Curves Cannot Intersect," Atlantic
Economic Journal, vol.27, no.1, pp.114-114 [EconLit indexed]
Wei, Jong-Shin (1998): "Review on Fair Division (by S.J. Brams and A.D. Taylor, 1996)," Kyklos, vol.51, fasc.1, pp.132-133 [SSCI and EconLit indexed]
Wei, Jong-Shin (1996): "Review on Game-Theoretic Methods in General Equilibrium Analysis (edited by J.-F. Mertens and S. Sorin, 1994)," Southern Economic Journal, vol.63, no.1, pp.288-289 [SSCI and EconLit indexed]
Wei, Jong-Shin (1994): "A Sufficient Condition for Buying Full Insurance Against Risk," Atlantic Economic Journal, vol.22, no.4, pp.74-74 [EconLit indexed]
Wei, Jong-Shin (1991): "Auctions and Auctioneers" in Magill's Survey of Social Science: Economics, pp.95-100. CA: Salem Press
近五年之會議論文
衛忠欣 (2009)：國際社交網路服務之 Pets Game應用 -- 競標策略與教師人氣指標，發表於『2009第四屆三方論壇』，文藻外語學院，10/17/2009
衛忠欣 (2009)：On Teaching Point Elasticity of Demand and Change in Revenue due to Price Change -- A Revisit with and without Calculus，發表於『經濟學原理之教學研習會』，文藻外語學院，06/26/2009 (兼主辦人；與會教師來自十所中南部大專校院)
蔡長暐、衛忠欣、郭瑪琍亞 (2005)：非專業知識(如第一印象、星座)對行銷人員的重要性，發表於『2005年21世紀管理理論與實務研討會』，大葉大學，06/10/2005
李俊昌、衛忠欣 (2005)：由交友網站論金融商品媒介平台之可行性，發表於『2005管理學術研討會』，立德管理學院，05/26/2005
學術榮譽、研究計劃、學術歷練、專案執行、學術服務與研習
主編 (Editor) (2006～)：International Journal of Business and Economics
副主編 (Co-Editor) (2004～2006)：International Journal of Business and Economics
執行編輯 (Managing Editor) (2002～2003)：International Journal of Business and
Economics (ISSN 1607-0704; indexed in EconLit)，2002年發行創刊號。(籌備工作始於2000年)
常務理事(選任；2008～)：高雄市財富規劃顧問協會
產學研究案計畫共同主持人(與王立勳合作)：首羿國際股份有限公司委託研究案『應用BOSS企業經營模擬系統於商管教學之成效評估』，(NTD60,000；執行期間07/23/2009-07/31/2010)
提案與計畫主持人：就業學程：『娛樂服務業國際化經營學程』，(NTD450,000；
職訓局與文藻外語學院各負擔一半。執行期間08/01/2007-07/31/2008) 已結案
提案與計畫主持人：「國際文化商務推展員」學程認證班，(高雄市政府經費NTD153,600；執行期間07/01/2007-09/15/2007）。已結案
提案與計畫主持人：『94年提昇學校師生創造力教育專案子計畫：創意文藻人 -- 結合外語專區、經管與創造力』(教育部經費NTD360,000；執行期間03/01/2005-12/10/2005)。已結案
提案人與計畫共同主持人：『國際物流證照南區種子師資培訓班』(教育部經費NTD296,857；執行期間03/01/2006-12/10/2006)。吳德華老師為共同主持人。已結案
Wei, Jong-Shin (2006): "On Relative Preferences and Strategic Interaction a la Cournot and Stackelberg," March, 文藻外語學院補助教師專題研究計畫(NTD30,000；執行期間04/20/2006-12/31/2006)，已結案
Wei, Jong-Shin (2006): "On Competing Agents to Wake up a Sleeping Tiger -- First
Movers (Dis-)Advantage in Fund-seeking Related to the World Games,”屬於『臺灣
與世界休閒產業文化研究』之子計畫。文藻外語學院補助 (NTD24,000；執行期間01/01/2006-12/31/2006)。也是『臺灣與世界休閒產業文化研究』三位協同主持人之一。已結案。研究成果之前半部，已被International Encyclopedia of Public Policy接受，2008正式刊登
吳德華、衛忠欣 (2007): "Potential Problems on the Advance Pricing Agreement Program," 文藻外語學院補助教師專題研究計畫 (NTD30,000；執行期間01/01/2007-12/31/2007)，已結案
『訊息與談判實作』課程：通過文藻外語學院『網路教材製作獎勵』初審與複審(NTD30,000；執行期間02/01/2008-07/31/2008)
『個體經濟學』課程：獲得文藻外語學院『網路教材製作獎勵』初審與複審(NTD30,000；執行期間08/01/2007-12/31/2007)
『個體經濟學原理、微積分』課程：獲得文藻外語學院『運用網路教學平台輔助教學』獎勵 (12/31/2007)
『經濟學(上)』：獲得文藻外語學院『教師教學資訊科技能力整合教育訓練計畫第一階段網路學園課程數位教材評鑑』優良作品 (12/31/2005)
『文藻外語學院國際企業系與浩宏管理顧問有限公司產學合作案』之(無給職)顧問 (03/08/2006-02/28/2007)
共同創辦高雄市政府與文藻外語學院聯合辦理之「國際事務暨文化交流學程」與協助規劃高雄市政府公教人力發展局95071「國際事務暨文化交流研習班」(課程共140小時) (11/01/2005-09/30/2006)，合作備忘錄簽署於11/25/2005
無償規劃高雄市政府公教人力發展局94212「公務英文加強班」與94236「公務學習工作坊」，課程共36小時 (11/01/2005-12/16/2005)，合作備忘錄簽署於10/25/2005
「高雄市財富規劃顧問協會」之共同發起人與常務理事
研習證書：文藻外語學院第一階段教師『教學資訊科技能力整合』教育訓練課程，
課程共16小時 (09/07/2004-02/03/2005)
參加外交部主辦『第一期外交研習營』，南元休閒農場 (03/07/2005-03/08/2005)
主辦人：1993年個體經濟國際學術研討會 (逢甲主辦，國科會與教育部贊助)參加之學者含H. Moulin，W. Thomson，D.E. Campbell，E. Hoffman，T. Saijo，胡勝正，朱敬一，巫和懋，麥朝成與楊建成 (奉楊濬中校長核定記功二次)
校方代表：逢甲大學係西方經濟學會之團體會員，奉歷任院長指派為該會在逢甲的代表 (1997-2001)
國科會研究計畫主持人，Weakly Unilaterally Competitive Games and Nash Equilibrium Selection: A Synthesis，NSC84-2415-H-035-015
國科會研究計畫主持人，Graphical and Functional Properties of Expected Utility
Models，NSC88-2415-H-035-004
Wei, Jong-Shin (2003): "Nash Equilibrium versus Solitary Equilibrium: An Inquiry into New Concepts and Classroom Experiments," May, 樹德科技大學校內研究計畫 (編號：校研-14；NTD25,000；執行期間08/01/2002-01/31/2003)
David Ross 論文寫作獎學金：普度大學 (08/1986 - 07/1987)
全額博士生獎學金：普度大學 (08/1983-07/1986; 08/1987-07/1988)
兼任授課經歷
樹德科技大學金融保險學系兼任副教授 (2004秋季)
講授課程：訊息與談判實作 (研究所選修)
東海大學社會學系兼任副教授 (1999秋季～2000秋季)
講授課程：賽局與社會科學 (1999秋季)、公共選擇 (2000春季)
訊息與策略 (2000秋季)
近四年之校外學術演講、技術服務、實務講習與短期授課
March 19, 2009. 國立教育廣播電台高雄分台約訪錄音，「教育電影『天之驕子』vs.『我和我的小鬼們』」。播出日：March 31, 2009
December 25, 2008. 國立教育廣播電台高雄分台約訪錄音，「從電影『竊聽風暴』聊談判策略」。播出日：January 20, 2009
December 29, 2008. 專題演講「由學院派思維看專業經理人之基本素養(一)」，高雄市財富規劃顧問協會
April~May 2008. Stratford University的IMBA密集課程International Economics (4.5 credit hours)
March 2008. 實踐大學歐洲研究中心負責的MBA (International Business with Focus on Asia or Central and Eastern Europe) 密集課程Business Strategies and Negotiation Skills (2 credit hours全英語授課)
2007. 擔任實踐大學96學年度國際企業系系務發展咨詢與課程規劃外聘委員
December 2006. 擔任實踐大學95學年度自我評鑑訪評委員
12/26/2007. General lecture on 「如何閱讀英文教科書」，實踐大學內門校區
12/20/2007. General lecture on 「形象包裝」，實踐大學四維分部
07/21/2006; 08/17/2005; 08/22/2006; 09/01/2006. 擔任高雄市政府公教人力發展局95071「國際事務暨文化交流研習班」講座
12/07/2005; 12/16/2005. 擔任高雄市政府公教人力發展局94212「公務英文加強班」講座
12/14/2005. 擔任高雄市政府公教人力發展局94236「公務學習工作坊」講座
12/05/2005. Seminar speaker on “A Short Course on the Writing Style of Research Papers for Social Sciences,”樹德科技大學金融保險研究所『金融保險潮流專題演講』系列
11/28/2005. Seminar speaker on “Fun to Think Strategically,” 樹德科技大學金融保險研究所『金融保險潮流專題演講』系列
08/12/2005. 擔任「旗津美力贏者圈社造專案 -- 總體計畫」之『高雄D.C.美力觀光休憩輔導團』顧問。執行單位：高雄市政府公教人力發展局
12/01/2004. 擔任「英語多元學習系列」專題講座。屬於『教育部93年度提升學生外語能力專案補獎助計畫』。執行單位：永達技術學院
11/30/2004; 12/07/2004; 12/14/2004. 擔任高雄市政府公教人力發展局93341「國際事務菁英班」講座。(9小時全英語授課)
11/04/2004. 擔任「英語教學方法」專題講座。屬於『教育部93年度提升學生外語能力專案補獎助計畫』。執行單位：永達技術學院
08/16/2004. 演講：「另類的檔案管理」。文藻外語學院93學年度職員教育訓練課程第一場
09/15/2003. 演講：「檔案管理」。保誠人壽台南分公司
(校內專業領域之學術演講與座談會，不在此列舉)
碩士論文指導
網頁資訊透明化之落實程度--以金融業、樹德科大、朝陽科大、嶺東科大與清雲科大為例 (樹德科技大學 張媛茹，2006)
第一印象對金融行銷人員的影響 -- 取樣與質性分析
(樹德科技大學 蔡長瑋，2006)
由交友網站論金融商品媒介平台之可行性 (樹德科技大學 李俊昌，2005)
剖析「自我選擇」模型之最適解 (逢甲大學 許翠珍，2000)
由計費方式論保險需求的經濟分析 (逢甲大學 詹志明，1996)
品質保證之經濟分析 (逢甲大學 鍾孟維，1996)
(純粹擔任碩士論文考試口試委員，不在此列舉。四技生之畢業專題指導，亦略)
任職文藻期間之校內服務
指導完成五篇畢業專題論文，特色是每篇的內文，都能因應需要，以「國際」開始。論文為：由RateMyProfessor.com看校園資訊不對稱與建構網站 (朱家煌，王智立，許鈺琪)；論「釋放訊號」在大學校園的認知 -- 以文藻點名制度為例 (李哲琳，陳育旻，鄭伊涵，徐明駿)；消費者對專櫃人員的第一印象: 以百貨公司櫃員為例 (柯菀倪，洪琪雅，吳思賢，吳佩樺)；由實驗探討相對偏好與策略互動 (王若蘋，陳昌隆，黃家華，劉映辰)；由「資訊不對稱」論「主廚推薦」之經濟意義 (郭厚彤、鄭詩宇、王姿惠、蘇湘婷)國際企業系系主任：2004秋季～2007春季
代表國際企業系規劃與執行95學年度獎勵大學教學卓越計畫之各項細部計畫 (經費：NTD2,200,000)
代表國際企業系與高雄市政府公教人力發展局吳英明局長簽署官學合作備忘錄，
負責規劃「公務英文加強班」與「公務學習工作坊」(10/25/2005簽約)
代表國際企業系與國際事務系劉主任、高雄市政府公教人力發展局吳英明局長簽署官學合作備忘錄，協同創辦「國際事務暨文化交流學程」(11/25/2005簽約)
代表國際企業系與國際事務系劉主任、韓國首爾科技整合大學 (aSSIST) 簽署國際學術交流合作協議書
(09/23/2005簽約)
代表國際企業系與錠嵂保險經紀人公司郭士榮經理簽署產學合作協議書(06/13/2007簽約)。該公司已於2007年暑假，提供2週的實習與研習營
代表國際企業系與三商美邦人壽張榮展經理簽署產學合作協議書 (05/19/2006簽約)。該公司已於2006年暑假，提供實習機會
代表國際企業系與聖偉機械有限公司黃興國總經理簽署產學合作協議書 (07/01/2007簽約)。本系蔡同學已於2007年暑假，完成11週實習
撰寫「95年度教育部辦理技專校院提昇系科教學品質專案計畫：發展系本位課程數位化教學暨證照模擬環境之實驗室建構」計畫書 (經費需求：NTD4,800,000)
撰寫95年度教育部技專校院發展學校重點特色：「專業經理人培訓中心」之設置專案補助計畫書 (經費需求：NTD1,914,800)
國際企業系主任導師：2004秋季～2007春季
國際企業系班級導師：2004秋季～2009秋季
96學年度文藻外語學院教師評審委員會選任委員
93~95學年度文藻外語學院教師評審委員會當然委員
96學年度文藻外語學院產學合作推行委員會委員：(08/01/2007～07/31/2008)
96學年度文藻外語學院資訊發展委員會委員：(08/01/2007～07/31/2008)
96學年度文藻外語學院教師評鑑辦法修訂會議代表 (無聘書)
95學年度文藻外語學院全人發展委員會委員：(08/01/2006～07/31/2007)
95學年度文藻外語學院職工評審委員會委員：(06/10/2006～07/31/2007)
93至98學年度文藻外語學院圖書館委員會委員
97學年度文藻外語學院教務會議教師代表
97學年度國際事務系教師評審委員會委員
94學年度日本語文系校內自我評鑑委員 (04/19/2006發聘)
94與95學年度歐盟園區教育發展委員會委員
文藻圖書館2005年擴充工程規劃委員 (01/01/2005發聘)
93與94學年度經濟商管學生會(AIESEC)指導老師
94學年度經費稽核委員會委員 (無聘書)
94年校外協助招生活動 -- 全國技職院校南區博覽會(在南台科技大學06/03/2005)、左營高中
93年校外協助招生活動 -- 天主教大學校院博覽會(在台南德光女中)
(尚有擔任各類當然委員、考試命題委員、書面審查委員或口試委員、校內活動主持人或評論人，皆不宜在此列舉)
近兩年執行之國際學術交流活動
2008春季：邀請短期客座教授 Professor Tatsuyoshi Saijo (西條辰義Osaka University, Japan)。Associate Editor for International Economic Review, Review of Economic Design, Experimental Economics, and Economics Bulletin. 經費：教育部教學卓越計畫，NTD100,000
2007春季：邀請短期客座教授 Professor Cem Karayalcin (Florida International University, U.S.A.)。Associate Editor for International Journal of Business and Economics. 經費：教育部教學卓越計畫，NTD150,000
休閒著作
衛忠欣 (2009)："老師要的是好校長？還是對他們好的校長？"，收錄於文藻3285瑞不可擋，pp.26-29，文藻外語學院
衛忠欣 (2000)："請回答：「論文是否抄襲？」"，自由時報，意見廣場，六月十八日 (筆名：亦雲)
衛忠欣 (1977)："驕陽下"，中央日報，副刊，九月一日 (筆名：亦雲)
無實質意義的學術榮譽、經歷與證書
中華民國私立教育事業協會頒給模範教師獎狀 (09/28/2009)
中華民國私立教育事業協會頒給大勇獎 (09/28/2007)
行政院謝長廷院長頒給三等服務獎章 (10/25/2005)
高勝國際管理顧問股份有限公司(無給職)顧問 (2005～)
『語文與國際研究』(Languages, Literary Studies and International Studies:
An International Journal) (ISSN 1811-4717) 編輯委員 (08/01/2005-07/31/2009)
『樹德科技大學學報』編審委員 (08/01/2002-07/31/2004)
登入Marquis的世界名人錄 (Who’s Who in the World) (1997，第十四版)
Beta Sigma Honor Society之會員 (在普度大學入會)
個人資料
男性，曾嗜好籃球，富幽默感與正義心，1958年12月1日生於左營。海軍陸戰隊第30期預官，1982年八月退伍，即赴美國羅徹斯特大學 (University of Rochester) 就讀碩士班，次年轉入普度大學攻讀博士。身高173公分、血型A，大學時受洗為基督徒，無任何政黨活動
專業雜記部落格： http://jsw12011958.blogspot.com
介紹人 (References)
劉純之博士
逢甲大學風險管理與保險系所教授
張保隆博士
逢甲大學校長
企業管理系所講座教授
胡勝正博士
中央研究院院士
前行政院金融監督管理委員會主任委員
Dr.Cem Karayalcin
美國佛羅里達國際大學教授
(last updated on December 12, 2009)
Wednesday, December 09, 2009
Someone asked me to elaborate on ignorance.....
ignorance 可以加油加醋、誇飾地譯成「白癡」。如果寫錯，「白吃」就值得羨慕 -- 因為吃飯免錢、一定是小富。如果沒寫錯，也無傷 -- 他們在世上有一卡車盟友。年輕時在 Miami 一場學術研討會，遇到生平第一位出身名校的「白癡」，他在公部門任職多年，連最基本的新古典學派需求函數推導都不懂。慢慢習慣「白癡」的存在，也開始感謝他們，沒有他們的襯托，自己得更拼命學習、消費更多雪茄與咖啡。這幾年協助編輯期刊，也偶爾有機會一睹「白癡大混戰」，像是看煙火秀，樂在心理、累了別人、省了銀子。幾所搖搖欲墜的大專校院，在評鑑報告裡，竟然有委員要求教師們善用畢業專題機會，與學生合作寫出所謂 SSCI/TSSCI 級的學術論文。學術界領的是效率工資 (efficiency wage)，不應該縱容白癡行騙。今天見到網路新聞，某大學生把精液加入女生的飲料瓶，學校要送兩性平權會。怪哉！如果他加尿呢？加迷藥呢？加可爾必思呢？有一歐洲片，思春期的小男生偷偷給花抹精液，如果花的主人是女的，是否也該送兩性平權會？還有，不能忽略花主人是男的情形，免得又被說是歧視同性戀。侵權行為，依法處理就行。我堅持要喝黑咖啡，你就不可以硬給我加糖或奶精。其實十年前，一位研究所帥氣男生就喜歡說，有女生把他當「白癡」加車伕，每次他買豆漿送去，事後就懊惱，為什麼不給它加「料」。女人(當然只是少數)把男人當白癡，遲到就說手機秀逗、不愛線上聊天是因為電腦太舊、不想出門是因為沒漂亮衣服 ... 好像大家多不會非難，也許是一個願打、一個願捱。我也曾當過白癡 (問我幾回？告訴你 ... 我才是白癡！)，進貢後，連個打賞也沒。As I grow older and wiser, it rarely happens. 沒有粉彩味，還見白癡，就覺得有些討厭啦。至於小友們被暱稱「白癡」，沒啥關係，小時胖、不是胖。老人則不然，往往像是頭髮掉落，愈遮愈掉。所以，「白癡」一詞，算是 age-sensitive。阿們
偶爾寫些中文 -- 關於白癡與被白癡戲弄 ... 獻給快被嚇呆的小朋友
問題：說有人是白癡，需要道歉嗎？由晚間新聞來看，有一個案是如此。 hint: 吳院長收回那兩字。
聯想題：發佈白癡言論，污染社會生態，需要道歉嗎？嗯‧茲事體大耶！
幾位上小廟習武的孩子，也許以為或是幻想小廟是少林寺，沒過十八銅人陣 (當然是迷你版)，嚷嚷地溜下山。遇到搞不清楚的夷邦小武師，被莫名其妙訓了一頓。
小廟住持笑道：這才是真正少林寺練功的一部份。
寓言就此打住。我不懂的是：我愛穿紫色、也喜歡綠色。我不是民進黨黨員，如果有白癡，見到我昨天穿綠、今天穿藍或紫，就氣著說：叛逆 ... 我讓民進黨不要理你！讓你沾不到我們的光！
您說：我是不是碰到白癡了！
P.S. 因為有所謂夷邦，容我進一步假設夷邦有兩國，依教育部說法，這寓言算是國際化，所以算是『國際寓言』，讚！
聯想題：發佈白癡言論，污染社會生態，需要道歉嗎？嗯‧茲事體大耶！
幾位上小廟習武的孩子，也許以為或是幻想小廟是少林寺，沒過十八銅人陣 (當然是迷你版)，嚷嚷地溜下山。遇到搞不清楚的夷邦小武師，被莫名其妙訓了一頓。
小廟住持笑道：這才是真正少林寺練功的一部份。
寓言就此打住。我不懂的是：我愛穿紫色、也喜歡綠色。我不是民進黨黨員，如果有白癡，見到我昨天穿綠、今天穿藍或紫，就氣著說：叛逆 ... 我讓民進黨不要理你！讓你沾不到我們的光！
您說：我是不是碰到白癡了！
P.S. 因為有所謂夷邦，容我進一步假設夷邦有兩國，依教育部說法，這寓言算是國際化，所以算是『國際寓言』，讚！
Sunday, November 22, 2009
Solution to Midterm Exam (Fall 2009; Micro Principles)
★★★★ Solution to Midterm Exam (Int’l Business Administration, WUCL) ★★★★
Fall 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
經濟學一 (Principles of Microeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
3:30 pm ~ 5:00 pm, Nov.9, 2009 Open books/notes exam. For questions 1 to 30, choose the most appropriate one from four alternatives. Three points for each. Questions 31 and 32 are short-essay or analytical questions (10 points each).
Total: 110 points. 字典與翻譯機，限於 4:00 pm 前使用。
1. If the market demand curve of apples changes from 2P + Q = 4 to 3P + Q = 3, we say that
(A) 需求曲線向右平移；
(B) 需求曲線向下平移；
(C) 蘋果的需求增加；
(D) 蘋果的需求減少。
Ans: D.
2. [continued from question 1] Suppose that the equilibrium quantity remains unchanged, it must be the case that
(A) the price is regulated by the government;
(B) the market supply curve is vertical;
(C) the market supply curve is horizontal;
(D) it is a free good.
Ans: B.
3. 如果全國研究所的推薦甄試之口試都在同一天，報名費亦同。就機會成本的論點來看，
(A) 台清交等名校的報考人數會下降；
(B) 台清交等名校的報考人數會上升；
(C) 缺考人數會爆增；
(D) 有助於改善研究所缺額現象。
Ans: A.
4. 迎新餐會中，九位同學堅持要坐一桌，耽誤餐會流程。原因在於系學會未注意
(A) the pricing scheme;
(B) the incentive issue;
(C) the food safety concern;
(D) the income distribution issue.
Ans: B.
5. 迎新餐會中，師長桌旁邊有一桌，需要安置四位同學。就同學的機會成本來看，
(A) 應該有四位UB1男同學自動前往入座；
(B) 應該有四位UB1女同學自動前往入座；
(C) 應該是最重要的四位系學會幹部自動前往入座；
(D) 應該是抽籤決定那四位同學應前往入座。
Ans: C.
6. When the economy is in poor shape, we expect an increase in
(A) spending on traveling abroad;
(B) spending on TV commercials for on-line games;
(C) spending on clothing;
(D) spending on bars and restaurants.
Ans: B. [lectures]
7. When people grow older and get higher pay at work, we expect to see
(A) an increase in candy bars consumption;
(B) an increase in soaps and shampoos consumption;
(C) an increase in rice consumption;
(D) an increase in books purchase.
Ans: D. [lectures]
8. We call our economy a free-market economy even we do have government interventions here and there. This is mainly because that
(A) many goods are free;
(B) we do not have a military government;
(C) people are free to move, to move between jobs, and to shut down businesses;
(D) foreign currencies can be used for payment.
Ans: C. [text]
9. Which of the following cannot partially explain the law of demand in pork market?
(A) When the price of pork goes up, people tend to consume more fish;
(B) When the price of pork goes down, people feel that their purchasing power is higher;
(C) Consumers are different in their reservation prices for pork;
(D) Sellers are willing to offer some volume discount when we buy a lot of pork.
Ans: D. [text]
*10. 回想課堂討論提及的文藻週專題展覽之拋硬幣打賭實驗。Suppose that the admission charge was 5 on Monday, 6 on Tuesday, and 4 on Wednesday. As a result, there were 30 gamblers on Monday, 25 gamblers on Tuesday, and 28 gamblers on Wednesday. Again assume that no consumer showed up more than once in the exhibition. Hence,
(A) at least 55 consumers had reservation price greater than or equal to 5;
(B) at least 28 consumers had reservation price greater than or equal to 6;
(C) exactly 28 consumers had reservation price greater than or equal to 4;
(D) at least 58 consumers had reservation price greater than or equal to 5.
Ans: A. [At least 55 (= 30 + 25) consumers had reservation price greater than or equal to 5; at least 25 consumers had reservation price greater than or equal to 6; at least 83 consumers had reservation price greater than or equal to 4.]
*11. [continued from question 10] Based on the data collected on this three-day period, we can say that the demand curve of this gamble
(A) is {(25, 6), (30, 5), (28, 4)};
(B) is {(25, 6), (55, 5), (83, 4)};
(C) is {(25, 6), (58, 5), (28, 4)};
(D) is the same as the supply curve.
Ans: B.
12. [continued from question 10] Based on the data collected on this three-day period, we can say that the demand curve of this gamble
(A) satisfies the law of demand;
(B) fails to satisfy the law of demand;
(C) does not exist;
(D) is horizontal.
Ans: A. [Notice that 6 > 5 > 4 and 25 < 55 < 83.]
13. [continued from question 10] What happens if all consumers come on Monday, which is the only exhibition day?
(A) None will bet;
(B) 30 consumers will bet;
(C) 55 consumers will bet;
(D) 58 consumers will bet.
Ans: C.
14. [continued from question 10] One lesson we might learn from it (for real-world application) is
(A) 業者應希望電腦展與國際旅展只有一天的展期；
(B) 業者應希望電腦展與國際旅展有多天的展期且逐日調整商品售價；
(C) 業者應希望電腦展與國際旅展有多天的展期但不調整商品售價；
(D) 消費者應希望電腦展與國際旅展有多天的展期且逐日調整商品售價。
Ans: B. [Compare (5)(30) + (6)(25) + (4)(28) = 412 and Max{(6)(25), (5)(55), (4)(83)} = 332. Now you see how learning the principles of economics can do good to your business practice.]
15. Recall slide no.24 in lecture 4. 下列何者不是我國政府該做的？
(A) Keep imposing a ceiling price on tuition and fees;
(B) 減少對大學的補助總金額；
(C) 鼓勵大學減招；
(D) 學費管制鬆綁。
Ans: A. [Lecture 4 and Quiz One]
16. Find the most appropriate statement.
(A) Prices are determined by the cost of production;
(B) Prices are determined by consumers’ desire;
(C) Prices are determined by the market condition;
(D) Prices are determined by the money supply.
Ans: C.
17. Tom has three potential girl friends for him to pursue or chase. If he goes after Anna, the benefit is 1000 while the cost is 800; if he chases Becky, the benefit is 700 while the cost is 200; if he goes after Cindy, the benefit is 500 while the cost is 400.
His opportunity cost of going after Anna is
(A) 100;
(B) 200;
(C) 500;
(D) None of the above.
Ans: C.
18. 上題帶給我們的啟示是
(A) 公認的帥哥美女確實可能乏人追求；
(B) 追求公認的帥哥美女之機會成本是零；
(C) 欲降低機會成本，就應追求最喜歡的對象；
(D) 機會成本與成本效益分析是相互矛盾的。
Ans: A. [Here Tom prefers Anna to Becky yet it is to his best interest if he goes after Becky, not Anna.]
19. [continued from question 17] Tom’s opportunity cost
(A) of going after Becky is 1000;
(B) of going after Cindy is 1000;
(C) of going after Cindy is 500;
(D) of going after Becky is 500.
Ans: C. [His opportunity cost of going after either Anna or Cindy is 500; after Becky is 200.]
20. You took a taxi from airport back to your home to get the passport that you forgot to bring with you. The taxi fare was NTD400 but you could not (and would not) pay. Why? You only had a NTD1000 bill in your wallet. Besides, you did not want to wait for another taxi to take you back to the airport. So, you cut it into two pieces and gave the taxi driver one piece and asked him to wait for you in the car with engine running. You promised him that you will run into the building and get your thing in a few minutes. The driver’s sunk cost is
(A) 400; (B) 600; (C) 500; (D) None of the above.
Ans: A. [Solution to Quiz One]
21. [continued from question 20] Your sunk cost is
(A) 400; (B) 600; (C) 1000; (D) None of the above.
Ans: B. [NTD1000 out of your pocket yet the fare was 400. Solution to Quiz One.]
22. [continued from question 20] If the driver chooses not to wait for you as soon as you run into the building, then
(A) his opportunity cost of doing so is 1000;
(B) his cost of doing so is 400;
(C) his opportunity cost of doing so is 0;
(D) his cost of doing so is 800.
Ans: B. [His opportunity cost of doing so is 800; his cost of doing so is 400.]
23. [continued from question 20] 此題靈感來自於那位演員主演的影片？
(A) Brad Pitt;
(B) Will Smith;
(C) Hugh Grant;
(D) Tom Cruise.
Ans: D. [Recall what I said during Quiz One]
24. 王大明的經濟學在大一不幸被當。大二重修，只得56分。大二暑假時，暑修以78分過關。One possible explanation has something to do with
(A) comparative advantage;
(B) absolute advantage;
(C) paying to get easy grade;
(D) hot weather makes students work harder.
Ans: A. [Very likely he does not have the absolute advantage when he is competing with students in a large class. In summer session, the competition is not so tough, besides he might be taking one course only while many of his classmates are taking at least two courses at the same time.]
25. Nowadays outsourcing has become increasingly popular. In light of it, your better choice in job upon graduation might be
(A) handling documents for a law firm;
(B) working at the front desk in some bank;
(C) helping rich people with their offshore investment ;
(D) designing web pages for your company.
Ans: C. [face-to-face communication and interpersonal relation]
26. 烏托邦大學決定調漲學費，將所有校園清潔工作，外包給民間業者。其主要理由不含
(A) 學生打掃的機會成本過高；
(B) 學生打掃的成本過高；
(C) 學生勤奮向學的現象普遍；
(D) 學生認真打掃的誘因偏低。
Ans: B.
27. 下列何者與 outsourcing 有關？
(A) 台商在大陸投資設廠；
(B) 營造商雇用外勞；
(C) 政府招考公職人員；
(D) 高鐵資遣所有高階外籍主管。
Ans: B.
28. 十五年前小鎮有十家麵包店。居民在電視看到葡式蛋塔，希望麵包店也能引進新技術生產它。
(A) 率先生產的麵包店，其生產葡式蛋塔的機會成本是較低的；
(B) 率先生產的麵包店，其生產葡式蛋塔的機會成本是較高的；
(C) 葡式蛋塔的市場供給是負斜率；
(D) 率先生產的麵包店，其生產葡式蛋塔的成本一定是較低。
Ans: A. [p.67, text]
29. Suppose that the court-rental fee falls. This will make
(A) the price of tennis balls fall;
(B) the price of tennis balls rise;
(C) the demand curve of tennis balls shifts to the left;
(D) the supply curve of tennis balls shifts to the right.
Ans: B. [p.76, text]
30. The production possibility curve (or PPC) in Figure 2.6 is best explained by
(A) constant opportunity cost;
(B) increasing opportunity cost;
(C) decreasing opportunity cost;
(D) first increasing then decreasing opportunity cost.
Ans: B. [pp.48-49, text]
31. There are two agents, A and B. Suppose that each agent has 10 hours to spend on producing goods. Assume that for one hour in the production of (good) X, A can produce 4 units of good X; for one hour in the production of (good) Y, A can produce 8 units of good Y. Assume that for one hour in the production of X, B can produce 4 units of good X; for one hour in the production of Y, B can produce 4 units of good Y. As we did in class, perfect divisibility and fixed technology are assumed throughout.
(i) Precisely depict the PPC (or PPF) for A on the x-y plane. You must write down the equation, indicate the intercepts and slope.
Ans: The PPF for A is (1/4)x + (1/8)y = 10 or 2x + y = 80. Vertical intercept is 80, horizontal intercept is 40, and the slope is -2.
(ii) Does anyone have the absolute advantage in producing some good? Carefully explain.
Ans: For one hour in the production of (good) X, A can produce 4 units of good X, likewise for B in producing X. Hence none has the absolute advantage in producing X. Yet, obviously A has the absolute advantage in producing good Y (due to 8 > 4).
(iii) What is A’s opportunity cost of producing good X? What is B’s opportunity cost of producing good X? Does anyone have the comparative advantage in producing some good?
Ans: The PPF for A is (1/4)x + (1/8)y = 10 or 2x + y = 80; the PPF for B is (1/4)x + (1/4)y = 10 or x + y = 40. Hence, A’s opportunity cost of producing one unit of good X is 2 units of good Y. B’s opportunity cost of producing one unit of good X is 1 unit of good Y. We see that B has the lower opportunity cost in producing good X (than A does), hence, B has the comparative advantage in producing good X. [Of course, A has the comparative advantage in producing good Y.]
(iv) After each agent specializes on producing some good according to the comparative advantage, a free trade takes place. Name a reasonable relative price of good one for them to trade. Hint: Some real number.
Ans: Any number between 1 and 2 will do.
32. This question is intended to test whether you can think like an economist. 常常聽到學生家長說：「我家的寶貝兒子(女兒)，聰明倒是還好，就是不知用功，成績單竟是滿江紅。各位老師，我真的誠心拜託您們嚴管勤教！」在學校，這類學生常說：「我真的盡了最大努力，就是老師不會教，害我成績單竟是滿江紅。」為何家長與學生的說法，竟是南轅北轍？學校又該有何對策呢？
Ans: 如果說自己的寶貝兒子(女兒)，不夠聰明，由遺傳學來看，豈不是自己承認自家人輸在起跑點上？此外，一般人多認為，「聰明不用功」的學生，應該比「用功但不聰明」的學生，較容易教導。至少，家長認為繳學費，就是要老師督促學生用功。學生知道家長對老師的請託，所以不會承認自己不用功。家長看的是自己的子女，老師面對的是整班學生、以前教的學生、以後教的學生，考量的層面與深度，自然不同。家長對子女的學習，正符合「資訊不對稱」，學校可以多多要求授課與評量透明化，目前已經做的有授課大綱上網、期中預警，甚至強制全面點名制。只是學生在教室的態度，在沒有全程錄影的當下，只有該班同學與教師，心知肚明。教師若以課後作業督促同學學習，相較於其他較軟性、輕鬆的課程，易引起同學反彈。心智較未成熟者，期末在匿名教學評量上，發洩似的修理老師一番，心想反正老師也只有私下生悶氣的份。較怕事或是沒擔當、經驗不足的老師以邏輯思考倒推回去，設法不讓同學起反感，…… 如此惡性循環，家長的美夢，很容易就落空了。我的對策是全面透明化，教學內容、試題解答、教師對學生的考核、學生給教師的評量，一切攤在陽光下。此類資訊，應該對學生未來的雇主，最有幫助。
閱卷過程中，看到一些很奇特的答案，節錄公告如下。
增加上課時數
實施補救教學
將班級成績排名
要求學生每週繳交學習心得報告
讓學生回家，由家長自己教
學校詢問學生，以了解老師上課方式有何不妥
學生與老師對話，家長旁聽，然後三方協商
降低學費，同學拿去補習
試題出簡單一點
Also posted on my blog at http://jsw12011958.blogspot.com/
Last update on Nov.22, 2009
Fall 2009 Instructor: 衛忠欣 (Jong-Shin Wei)
經濟學一 (Principles of Microeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
3:30 pm ~ 5:00 pm, Nov.9, 2009 Open books/notes exam. For questions 1 to 30, choose the most appropriate one from four alternatives. Three points for each. Questions 31 and 32 are short-essay or analytical questions (10 points each).
Total: 110 points. 字典與翻譯機，限於 4:00 pm 前使用。
1. If the market demand curve of apples changes from 2P + Q = 4 to 3P + Q = 3, we say that
(A) 需求曲線向右平移；
(B) 需求曲線向下平移；
(C) 蘋果的需求增加；
(D) 蘋果的需求減少。
Ans: D.
2. [continued from question 1] Suppose that the equilibrium quantity remains unchanged, it must be the case that
(A) the price is regulated by the government;
(B) the market supply curve is vertical;
(C) the market supply curve is horizontal;
(D) it is a free good.
Ans: B.
3. 如果全國研究所的推薦甄試之口試都在同一天，報名費亦同。就機會成本的論點來看，
(A) 台清交等名校的報考人數會下降；
(B) 台清交等名校的報考人數會上升；
(C) 缺考人數會爆增；
(D) 有助於改善研究所缺額現象。
Ans: A.
4. 迎新餐會中，九位同學堅持要坐一桌，耽誤餐會流程。原因在於系學會未注意
(A) the pricing scheme;
(B) the incentive issue;
(C) the food safety concern;
(D) the income distribution issue.
Ans: B.
5. 迎新餐會中，師長桌旁邊有一桌，需要安置四位同學。就同學的機會成本來看，
(A) 應該有四位UB1男同學自動前往入座；
(B) 應該有四位UB1女同學自動前往入座；
(C) 應該是最重要的四位系學會幹部自動前往入座；
(D) 應該是抽籤決定那四位同學應前往入座。
Ans: C.
6. When the economy is in poor shape, we expect an increase in
(A) spending on traveling abroad;
(B) spending on TV commercials for on-line games;
(C) spending on clothing;
(D) spending on bars and restaurants.
Ans: B. [lectures]
7. When people grow older and get higher pay at work, we expect to see
(A) an increase in candy bars consumption;
(B) an increase in soaps and shampoos consumption;
(C) an increase in rice consumption;
(D) an increase in books purchase.
Ans: D. [lectures]
8. We call our economy a free-market economy even we do have government interventions here and there. This is mainly because that
(A) many goods are free;
(B) we do not have a military government;
(C) people are free to move, to move between jobs, and to shut down businesses;
(D) foreign currencies can be used for payment.
Ans: C. [text]
9. Which of the following cannot partially explain the law of demand in pork market?
(A) When the price of pork goes up, people tend to consume more fish;
(B) When the price of pork goes down, people feel that their purchasing power is higher;
(C) Consumers are different in their reservation prices for pork;
(D) Sellers are willing to offer some volume discount when we buy a lot of pork.
Ans: D. [text]
*10. 回想課堂討論提及的文藻週專題展覽之拋硬幣打賭實驗。Suppose that the admission charge was 5 on Monday, 6 on Tuesday, and 4 on Wednesday. As a result, there were 30 gamblers on Monday, 25 gamblers on Tuesday, and 28 gamblers on Wednesday. Again assume that no consumer showed up more than once in the exhibition. Hence,
(A) at least 55 consumers had reservation price greater than or equal to 5;
(B) at least 28 consumers had reservation price greater than or equal to 6;
(C) exactly 28 consumers had reservation price greater than or equal to 4;
(D) at least 58 consumers had reservation price greater than or equal to 5.
Ans: A. [At least 55 (= 30 + 25) consumers had reservation price greater than or equal to 5; at least 25 consumers had reservation price greater than or equal to 6; at least 83 consumers had reservation price greater than or equal to 4.]
*11. [continued from question 10] Based on the data collected on this three-day period, we can say that the demand curve of this gamble
(A) is {(25, 6), (30, 5), (28, 4)};
(B) is {(25, 6), (55, 5), (83, 4)};
(C) is {(25, 6), (58, 5), (28, 4)};
(D) is the same as the supply curve.
Ans: B.
12. [continued from question 10] Based on the data collected on this three-day period, we can say that the demand curve of this gamble
(A) satisfies the law of demand;
(B) fails to satisfy the law of demand;
(C) does not exist;
(D) is horizontal.
Ans: A. [Notice that 6 > 5 > 4 and 25 < 55 < 83.]
13. [continued from question 10] What happens if all consumers come on Monday, which is the only exhibition day?
(A) None will bet;
(B) 30 consumers will bet;
(C) 55 consumers will bet;
(D) 58 consumers will bet.
Ans: C.
14. [continued from question 10] One lesson we might learn from it (for real-world application) is
(A) 業者應希望電腦展與國際旅展只有一天的展期；
(B) 業者應希望電腦展與國際旅展有多天的展期且逐日調整商品售價；
(C) 業者應希望電腦展與國際旅展有多天的展期但不調整商品售價；
(D) 消費者應希望電腦展與國際旅展有多天的展期且逐日調整商品售價。
Ans: B. [Compare (5)(30) + (6)(25) + (4)(28) = 412 and Max{(6)(25), (5)(55), (4)(83)} = 332. Now you see how learning the principles of economics can do good to your business practice.]
15. Recall slide no.24 in lecture 4. 下列何者不是我國政府該做的？
(A) Keep imposing a ceiling price on tuition and fees;
(B) 減少對大學的補助總金額；
(C) 鼓勵大學減招；
(D) 學費管制鬆綁。
Ans: A. [Lecture 4 and Quiz One]
16. Find the most appropriate statement.
(A) Prices are determined by the cost of production;
(B) Prices are determined by consumers’ desire;
(C) Prices are determined by the market condition;
(D) Prices are determined by the money supply.
Ans: C.
17. Tom has three potential girl friends for him to pursue or chase. If he goes after Anna, the benefit is 1000 while the cost is 800; if he chases Becky, the benefit is 700 while the cost is 200; if he goes after Cindy, the benefit is 500 while the cost is 400.
His opportunity cost of going after Anna is
(A) 100;
(B) 200;
(C) 500;
(D) None of the above.
Ans: C.
18. 上題帶給我們的啟示是
(A) 公認的帥哥美女確實可能乏人追求；
(B) 追求公認的帥哥美女之機會成本是零；
(C) 欲降低機會成本，就應追求最喜歡的對象；
(D) 機會成本與成本效益分析是相互矛盾的。
Ans: A. [Here Tom prefers Anna to Becky yet it is to his best interest if he goes after Becky, not Anna.]
19. [continued from question 17] Tom’s opportunity cost
(A) of going after Becky is 1000;
(B) of going after Cindy is 1000;
(C) of going after Cindy is 500;
(D) of going after Becky is 500.
Ans: C. [His opportunity cost of going after either Anna or Cindy is 500; after Becky is 200.]
20. You took a taxi from airport back to your home to get the passport that you forgot to bring with you. The taxi fare was NTD400 but you could not (and would not) pay. Why? You only had a NTD1000 bill in your wallet. Besides, you did not want to wait for another taxi to take you back to the airport. So, you cut it into two pieces and gave the taxi driver one piece and asked him to wait for you in the car with engine running. You promised him that you will run into the building and get your thing in a few minutes. The driver’s sunk cost is
(A) 400; (B) 600; (C) 500; (D) None of the above.
Ans: A. [Solution to Quiz One]
21. [continued from question 20] Your sunk cost is
(A) 400; (B) 600; (C) 1000; (D) None of the above.
Ans: B. [NTD1000 out of your pocket yet the fare was 400. Solution to Quiz One.]
22. [continued from question 20] If the driver chooses not to wait for you as soon as you run into the building, then
(A) his opportunity cost of doing so is 1000;
(B) his cost of doing so is 400;
(C) his opportunity cost of doing so is 0;
(D) his cost of doing so is 800.
Ans: B. [His opportunity cost of doing so is 800; his cost of doing so is 400.]
23. [continued from question 20] 此題靈感來自於那位演員主演的影片？
(A) Brad Pitt;
(B) Will Smith;
(C) Hugh Grant;
(D) Tom Cruise.
Ans: D. [Recall what I said during Quiz One]
24. 王大明的經濟學在大一不幸被當。大二重修，只得56分。大二暑假時，暑修以78分過關。One possible explanation has something to do with
(A) comparative advantage;
(B) absolute advantage;
(C) paying to get easy grade;
(D) hot weather makes students work harder.
Ans: A. [Very likely he does not have the absolute advantage when he is competing with students in a large class. In summer session, the competition is not so tough, besides he might be taking one course only while many of his classmates are taking at least two courses at the same time.]
25. Nowadays outsourcing has become increasingly popular. In light of it, your better choice in job upon graduation might be
(A) handling documents for a law firm;
(B) working at the front desk in some bank;
(C) helping rich people with their offshore investment ;
(D) designing web pages for your company.
Ans: C. [face-to-face communication and interpersonal relation]
26. 烏托邦大學決定調漲學費，將所有校園清潔工作，外包給民間業者。其主要理由不含
(A) 學生打掃的機會成本過高；
(B) 學生打掃的成本過高；
(C) 學生勤奮向學的現象普遍；
(D) 學生認真打掃的誘因偏低。
Ans: B.
27. 下列何者與 outsourcing 有關？
(A) 台商在大陸投資設廠；
(B) 營造商雇用外勞；
(C) 政府招考公職人員；
(D) 高鐵資遣所有高階外籍主管。
Ans: B.
28. 十五年前小鎮有十家麵包店。居民在電視看到葡式蛋塔，希望麵包店也能引進新技術生產它。
(A) 率先生產的麵包店，其生產葡式蛋塔的機會成本是較低的；
(B) 率先生產的麵包店，其生產葡式蛋塔的機會成本是較高的；
(C) 葡式蛋塔的市場供給是負斜率；
(D) 率先生產的麵包店，其生產葡式蛋塔的成本一定是較低。
Ans: A. [p.67, text]
29. Suppose that the court-rental fee falls. This will make
(A) the price of tennis balls fall;
(B) the price of tennis balls rise;
(C) the demand curve of tennis balls shifts to the left;
(D) the supply curve of tennis balls shifts to the right.
Ans: B. [p.76, text]
30. The production possibility curve (or PPC) in Figure 2.6 is best explained by
(A) constant opportunity cost;
(B) increasing opportunity cost;
(C) decreasing opportunity cost;
(D) first increasing then decreasing opportunity cost.
Ans: B. [pp.48-49, text]
31. There are two agents, A and B. Suppose that each agent has 10 hours to spend on producing goods. Assume that for one hour in the production of (good) X, A can produce 4 units of good X; for one hour in the production of (good) Y, A can produce 8 units of good Y. Assume that for one hour in the production of X, B can produce 4 units of good X; for one hour in the production of Y, B can produce 4 units of good Y. As we did in class, perfect divisibility and fixed technology are assumed throughout.
(i) Precisely depict the PPC (or PPF) for A on the x-y plane. You must write down the equation, indicate the intercepts and slope.
Ans: The PPF for A is (1/4)x + (1/8)y = 10 or 2x + y = 80. Vertical intercept is 80, horizontal intercept is 40, and the slope is -2.
(ii) Does anyone have the absolute advantage in producing some good? Carefully explain.
Ans: For one hour in the production of (good) X, A can produce 4 units of good X, likewise for B in producing X. Hence none has the absolute advantage in producing X. Yet, obviously A has the absolute advantage in producing good Y (due to 8 > 4).
(iii) What is A’s opportunity cost of producing good X? What is B’s opportunity cost of producing good X? Does anyone have the comparative advantage in producing some good?
Ans: The PPF for A is (1/4)x + (1/8)y = 10 or 2x + y = 80; the PPF for B is (1/4)x + (1/4)y = 10 or x + y = 40. Hence, A’s opportunity cost of producing one unit of good X is 2 units of good Y. B’s opportunity cost of producing one unit of good X is 1 unit of good Y. We see that B has the lower opportunity cost in producing good X (than A does), hence, B has the comparative advantage in producing good X. [Of course, A has the comparative advantage in producing good Y.]
(iv) After each agent specializes on producing some good according to the comparative advantage, a free trade takes place. Name a reasonable relative price of good one for them to trade. Hint: Some real number.
Ans: Any number between 1 and 2 will do.
32. This question is intended to test whether you can think like an economist. 常常聽到學生家長說：「我家的寶貝兒子(女兒)，聰明倒是還好，就是不知用功，成績單竟是滿江紅。各位老師，我真的誠心拜託您們嚴管勤教！」在學校，這類學生常說：「我真的盡了最大努力，就是老師不會教，害我成績單竟是滿江紅。」為何家長與學生的說法，竟是南轅北轍？學校又該有何對策呢？
Ans: 如果說自己的寶貝兒子(女兒)，不夠聰明，由遺傳學來看，豈不是自己承認自家人輸在起跑點上？此外，一般人多認為，「聰明不用功」的學生，應該比「用功但不聰明」的學生，較容易教導。至少，家長認為繳學費，就是要老師督促學生用功。學生知道家長對老師的請託，所以不會承認自己不用功。家長看的是自己的子女，老師面對的是整班學生、以前教的學生、以後教的學生，考量的層面與深度，自然不同。家長對子女的學習，正符合「資訊不對稱」，學校可以多多要求授課與評量透明化，目前已經做的有授課大綱上網、期中預警，甚至強制全面點名制。只是學生在教室的態度，在沒有全程錄影的當下，只有該班同學與教師，心知肚明。教師若以課後作業督促同學學習，相較於其他較軟性、輕鬆的課程，易引起同學反彈。心智較未成熟者，期末在匿名教學評量上，發洩似的修理老師一番，心想反正老師也只有私下生悶氣的份。較怕事或是沒擔當、經驗不足的老師以邏輯思考倒推回去，設法不讓同學起反感，…… 如此惡性循環，家長的美夢，很容易就落空了。我的對策是全面透明化，教學內容、試題解答、教師對學生的考核、學生給教師的評量，一切攤在陽光下。此類資訊，應該對學生未來的雇主，最有幫助。
閱卷過程中，看到一些很奇特的答案，節錄公告如下。
增加上課時數
實施補救教學
將班級成績排名
要求學生每週繳交學習心得報告
讓學生回家，由家長自己教
學校詢問學生，以了解老師上課方式有何不妥
學生與老師對話，家長旁聽，然後三方協商
降低學費，同學拿去補習
試題出簡單一點
Also posted on my blog at http://jsw12011958.blogspot.com/
Last update on Nov.22, 2009
Friday, October 16, 2009
關於文藻週的展覽活動
本人指導的畢業專題同學 務必注意
文藻週有五天展覽活動，原意在於提供同學進度壓力、表達技巧演練、整理思緒的良機。雖然，目前時段看來不智，請大家勿追究抱怨，做好自己份內工作即可。(中午休息一小時，所以其餘時段嚴禁用餐。)
服裝：男性應著淡色系或較素雅襯衫、休閒長褲或西褲。有衣領的上衣也勉強可以接受。不應著牛仔褲、各類短褲、拖鞋、涼鞋、球鞋。
女性應著襯衫、窄裙、長裙、長褲或素雅洋裝。勿穿T-shirt。不應著牛仔褲、牛仔裙、各類短褲、拖鞋、涼鞋、球鞋。
系服是運動服，沒有專業形象，且每人只有一件，不可穿著。
各位是日四技準畢業生，不可借取五專制服，或穿著高中高職制服。還在念舊者，可以退學回家、為父母省下每學期五萬至十萬開支。
五天展覽活動(含週日的準備工作)之表現，是各位的畢業專題之期中成績。我每天評分一次，Oct.18 也會看一次。
文藻週有五天展覽活動，原意在於提供同學進度壓力、表達技巧演練、整理思緒的良機。雖然，目前時段看來不智，請大家勿追究抱怨，做好自己份內工作即可。(中午休息一小時，所以其餘時段嚴禁用餐。)
服裝：男性應著淡色系或較素雅襯衫、休閒長褲或西褲。有衣領的上衣也勉強可以接受。不應著牛仔褲、各類短褲、拖鞋、涼鞋、球鞋。
女性應著襯衫、窄裙、長裙、長褲或素雅洋裝。勿穿T-shirt。不應著牛仔褲、牛仔裙、各類短褲、拖鞋、涼鞋、球鞋。
系服是運動服，沒有專業形象，且每人只有一件，不可穿著。
各位是日四技準畢業生，不可借取五專制服，或穿著高中高職制服。還在念舊者，可以退學回家、為父母省下每學期五萬至十萬開支。
五天展覽活動(含週日的準備工作)之表現，是各位的畢業專題之期中成績。我每天評分一次，Oct.18 也會看一次。
Monday, October 12, 2009
文藻週活動異動與報名事宜
國際企業管理系
Oct.19 文藻週活動異動與報名事宜
(page 9 活動節目冊)
10/19 (一)「由訊息經濟學看形象包裝」演講，原訂10:00-11:00將改為15:10-16:10，地點不變，請見諒。
10/19 (一)「由訊息經濟學看形象包裝」演講，14:00-15:00不變。
因Z507只能容納38人，主講人(衛忠欣老師)也希望能真正落實活動成效，「由訊息經濟學看形象包裝」計兩場，只接受預先報名 (via email sent to eva5227133@hotmail.com)。
報名時，務必提供中文姓名與科系班別，註明擬參加之時段，並以夾檔 (email attachment) 繳交：
可彰顯個人特色與專業形象的全身或半身照一張 (jpg format)
或
中文或英文履歷表 (Word)
完成報名手續與座位確定者，將獲電子郵件通知。每場也有6位後補名額
Oct.19 文藻週活動異動與報名事宜
(page 9 活動節目冊)
10/19 (一)「由訊息經濟學看形象包裝」演講，原訂10:00-11:00將改為15:10-16:10，地點不變，請見諒。
10/19 (一)「由訊息經濟學看形象包裝」演講，14:00-15:00不變。
因Z507只能容納38人，主講人(衛忠欣老師)也希望能真正落實活動成效，「由訊息經濟學看形象包裝」計兩場，只接受預先報名 (via email sent to eva5227133@hotmail.com)。
報名時，務必提供中文姓名與科系班別，註明擬參加之時段，並以夾檔 (email attachment) 繳交：
可彰顯個人特色與專業形象的全身或半身照一張 (jpg format)
或
中文或英文履歷表 (Word)
完成報名手續與座位確定者，將獲電子郵件通知。每場也有6位後補名額
Thursday, September 24, 2009
Themes of term papers for Professional Writing -- Fall 2009
List of potential themes to be chosen for writing the term paper
(for Professional Writing; Fall 2009)
1. 註冊率逐年下滑 大學應該嚴格淘汰學生嗎
2. 論最合經濟效率的文藻招生宣傳方式
3. 增加校園裡的外國人數目 就是國際化嗎
4. 介紹不認真學習，卻能得到期末成績高分的十種方法
5. 介紹不認真教書，卻能得到教學評量高分的十種方法
6. 每學期六次班會之經濟分析
7. 大學生對機會成本的認知
8. 從事文化創意產業研究，需要多少經濟學知識
9. 論學生投入心力與該課程之教學評量
10. 由企業營利觀點看大學的產出
11. 為何給(不給)59分: 經濟分析
12. 註冊率逐年下滑 大學應該調整學費嗎
13. 全人發展課程與維護環境勞動教育結合之可行性評估
14. 維護環境勞動教育納入學分之可行性評估
15. 大學生約會之經濟分析
16. 論桃色糾紛與社會成本
17. 論桃色糾紛與媒體炒作
18. 晚間電視新聞可以引述當日網路新聞嗎
19. 當日網路新聞可以引述昨日晚間電視新聞嗎
20. 文藻校園出版 Campus Daily News 之可行性評估
21. 文藻校園架設部落格 (blog) 之可行性評估
22. 推動視訊班會之可行性評估
23. 文藻校園師生全面穿制服之成本效益評估
24. 文藻五專部辦理單獨招生之成本效益評估
25. 文藻日四技辦理單獨招生之成本效益評估
26. 學校補助新生，每人一台筆記型電腦之成本效益評估
27. 大學的推廣教育與民營補習班 -- 競爭？互補？
28. 由效率工資理論看大學教師薪資
29. 畢業生評量教學成效之可行性評估
30. 由成績優秀學生評量教學成效之可行性評估
31. 教學評量反映什麼 -- 是教師功力？師生友誼？
32. 我捐贈彩券獎金100萬給文藻之運用規劃
33. 體育課程與維護環境勞動教育結合之可行性評估
(for Professional Writing; Fall 2009)
1. 註冊率逐年下滑 大學應該嚴格淘汰學生嗎
2. 論最合經濟效率的文藻招生宣傳方式
3. 增加校園裡的外國人數目 就是國際化嗎
4. 介紹不認真學習，卻能得到期末成績高分的十種方法
5. 介紹不認真教書，卻能得到教學評量高分的十種方法
6. 每學期六次班會之經濟分析
7. 大學生對機會成本的認知
8. 從事文化創意產業研究，需要多少經濟學知識
9. 論學生投入心力與該課程之教學評量
10. 由企業營利觀點看大學的產出
11. 為何給(不給)59分: 經濟分析
12. 註冊率逐年下滑 大學應該調整學費嗎
13. 全人發展課程與維護環境勞動教育結合之可行性評估
14. 維護環境勞動教育納入學分之可行性評估
15. 大學生約會之經濟分析
16. 論桃色糾紛與社會成本
17. 論桃色糾紛與媒體炒作
18. 晚間電視新聞可以引述當日網路新聞嗎
19. 當日網路新聞可以引述昨日晚間電視新聞嗎
20. 文藻校園出版 Campus Daily News 之可行性評估
21. 文藻校園架設部落格 (blog) 之可行性評估
22. 推動視訊班會之可行性評估
23. 文藻校園師生全面穿制服之成本效益評估
24. 文藻五專部辦理單獨招生之成本效益評估
25. 文藻日四技辦理單獨招生之成本效益評估
26. 學校補助新生，每人一台筆記型電腦之成本效益評估
27. 大學的推廣教育與民營補習班 -- 競爭？互補？
28. 由效率工資理論看大學教師薪資
29. 畢業生評量教學成效之可行性評估
30. 由成績優秀學生評量教學成效之可行性評估
31. 教學評量反映什麼 -- 是教師功力？師生友誼？
32. 我捐贈彩券獎金100萬給文藻之運用規劃
33. 體育課程與維護環境勞動教育結合之可行性評估
Themes of term papers for Microeconomics -- Fall 2009
List of potential themes to be chosen for writing the term paper
(for Microeconomics; Fall 2009)
1. 文藻學生餐廳之成本曲線
2. 校園二手教科書書店之經營策略
3. 註冊率逐年下滑 大學應該嚴格淘汰學生嗎
4. 文藻選課制度之經濟分析
5. 論最合經濟效率的文藻招生宣傳方式
6. 文藻英語初戀營之經濟分析
7. 每學期六次班會之經濟分析
8. 大學生對機會成本的認知
9. 大學生對沉沒成本 (sunk cost) 的認知
10. 機會成本比較與成本效益分析
11. 某冷飲店的生產、成本與獲利之經濟分析
12. 某KTV的生產、成本與獲利之經濟分析
13. 某夜市攤位的生產、成本與獲利之經濟分析
14. 重修生的最適解 -- 暑修 vs. 隨班修
15. 由企業營利觀點看大學的產出
16. 同學選課決策 vs. 價格接受消費者之最適化
17. 我經歷的正斜率需求曲線
18. 為何給(不給)59分: 經濟分析
19. 註冊率逐年下滑 大學應該調整學費嗎
20. 本課程為何採用綁匪之王為作業
21. 由效率工資理論看大學教師薪資
(for Microeconomics; Fall 2009)
1. 文藻學生餐廳之成本曲線
2. 校園二手教科書書店之經營策略
3. 註冊率逐年下滑 大學應該嚴格淘汰學生嗎
4. 文藻選課制度之經濟分析
5. 論最合經濟效率的文藻招生宣傳方式
6. 文藻英語初戀營之經濟分析
7. 每學期六次班會之經濟分析
8. 大學生對機會成本的認知
9. 大學生對沉沒成本 (sunk cost) 的認知
10. 機會成本比較與成本效益分析
11. 某冷飲店的生產、成本與獲利之經濟分析
12. 某KTV的生產、成本與獲利之經濟分析
13. 某夜市攤位的生產、成本與獲利之經濟分析
14. 重修生的最適解 -- 暑修 vs. 隨班修
15. 由企業營利觀點看大學的產出
16. 同學選課決策 vs. 價格接受消費者之最適化
17. 我經歷的正斜率需求曲線
18. 為何給(不給)59分: 經濟分析
19. 註冊率逐年下滑 大學應該調整學費嗎
20. 本課程為何採用綁匪之王為作業
21. 由效率工資理論看大學教師薪資
Fall 2009 專題報告寫作 Professional Writing Syllabus
文藻外語學院九十八學年度第一學期課程綱要
Wenzao Ursuline College of Languages
Syllabus for the Fall Semester in 2009
壹、課程基本資料
課程名稱Course Title ：專題報告寫作 Professional Writing
開課學制School System ：
日間部 Day School 4-Year College
開課單位Department：
國際企業管理系Department of International Business Administration
授課教師Instructor：衛忠欣 (Jong-Shin Wei)
職稱Position Title：專任副教授Associate Professor
師生互動Instructor’s Contact Information：
1. 辦公室Office ：Z0513
2. 辦公室電話Office Phone Number：07-3426031 ext.6222
Also 0912-604-341
3. 電子信箱E-mail：jsw12011958@gmail.com
john@mail.wtuc.edu.tw
4. 約談時間Office Hours：12:10 pm ~ 2:50 pm, Tuesdays
3:10 pm ~ 4:50 pm, Thursdays
學分Credits：3 (學分)
選課別Category：【★】選修Elective Course
開課類別 Course Categories：【★】學期課 For Academic Semester
開課年級 Year Taught：4 (senior)
授課班級 Class Taught：UB4
科目概要Course Description：
本課程介於一般中文寫作與研究(論文)寫作之間。針對同學日後在商管企業之需要，由淺入深、循序漸進，介紹各類商業書信、備忘錄、中文履歷表、活動通告、企業或組織簡介、專題小品文、專案報告與學術性論文之寫作技巧。英文寫作不在本課程的教學範疇內。
This course fills the gap between general (or literature) writing and research writing. With the presumption that students will be working on various business sectors upon graduation, we would like to have them prepared for writing a short letter, a memo, a resume, an announcement, a company profile, a short essay, and a project report with confidence and in elegant style. Emphasis will be made on Chinese writing although occasionally samples in English will be provided.
課程目標Course Objectives：
1. 使學生增進中文專業寫作能力。
2. 透過同學的作業、取樣與同儕互評，介紹如何觀察、找出問題與釐清思緒。
3. 使學生養成搜集資料、動筆、批判性檢核、再修飾的寫作習慣。
Being able to write professionally in Chinese is the goal. Students will be trained to observe, identify or focus, conjecture, logically reason, organize thoughts, collect data, write up, think critically, and finally re-write. Various topics will be furnished and students have some (not much) freedom in topic selection. Peer review will be supplemented.
評量方式與評分比例分配Evaluation Criteria：
Active participation (i.e., answering and questioning) and assignments: 30%
Term paper draft version (font size 14; double-spaced; 8~15 pages): 20% (一人一組)
Effort in doing peer review: 15% (修改同學draft report; 口頭報告評分)
Term paper revised version (font size 14; double-spaced; 8~15 pages): 20% (一人一組)
Oral presentation: 15% (formality required)
課堂要求Course Requirements & Policies：
As we are excited (and expected) to utilize modern technology, lectures will be given via Word documents and PPT files. Those who blame using the projector for feeling sleepy should seriously consider transferring to colleges that still heavily use chalk talk. No chatting; no use of cellular phone in any way. Do not circulate materials (even if they are from our college) among students when the class is in session. [Do negotiate with me beforehand as talking for 50 minutes with no stop isn’t good to my health. I can lend you a few minutes for legitimate purposes.] Spontaneous interaction (such as questioning and answering) is expected and rewarded. All questions should be brought to the instructor.
啟動冷氣之權責，在於教師。目前係使用者付費。門窗宜關閉以防止麥克風相互干擾與窗簾布飄揚(影響螢幕光度)。負責管理冷氣卡的同學務必準時進教室、啟動冷氣，違者應受平時成績扣分之處分(理由：負面影響教與學之環境)。第一週將徵求課堂義工兩位，以平時成績為誘因。校園治安良好，授課中途，如需緊急如廁，一律由前門出入，義工確實造冊登記，也助於教師搜集研究資料。在第一屆學生離校後，授課中途尿遁之怪象，理應走入歷史。(已提示泌尿科、婦產科醫生診斷證明者，將不會被登記。)據本人數年觀察，本校正、副校長與多位主管(甚至本人)，年齡是同學的兩倍有餘，長期在冷氣房開會，未見有在70分鐘內如廁之需要。電影院的觀眾樣本，就更不用說了。
所有教材(含同學報告與作業)完全公開(請善用網路學園)。伏案小睡者，得視同缺席。如有業界專家前來協同教學，將適時微調若干授課進度。
預防傳染疾病之相關事宜，概依校方規定。
本課程如有 teaching assistant (TA)，另行公告。
報告與作業之繳交方式，另行公告。
教科書Textbooks：None. Samples and handouts will be prepared by enrolled students and the instructor.
務必養成至少每週兩次登入e-learning之閱讀習慣。
指定參考書目或網址References：務必善用去年的資料 To be added.
貳、課程內容與進度（Course Content & Schedule）
上課日期Date
1.單元名稱Units
2.授課方式Instructional Approaches
3.作業、報告考試或其他Assignments, Tests and Others
4.備註Remarks
09/15
1. Self-introducing, syllabus, ethics, exchanging view points, reporting teaching
evaluations (last year), and classroom setup (正取義工：陳佳琳、謝欣恬)
Overview
2. Sharing experience to motivate students; informal and hopefully delightful
3. No need to preview materials
09/22
1. Identifying bad writing samples
Biography
2. 雙向互動
3. Seating chart implemented
09/29
1. Email/short letter
Resume (in Chinese)
2. 雙向互動
3. Seating chart finalized
10/06
1. Memo
Announcement
News
Cover letter
Company profile
2. 雙向互動
10/13
1. Letter to apologize
Letter to solicit
Letter to threaten
Letter to compromise
Short essay
2. 雙向互動
4. 3:10 ~ 5:00 許世原組長協同教學：電子資料庫對專業寫作之協助
10/20
1. 文藻週停課
10/27
1. Project report
2.雙向互動
11/03
1. Academic paper
Structure and references style
2.雙向互動
11/10
1. Actual process of writing an academic paper
2. 雙向互動
4. 期中考週不停課
11/17
1. Actual process of writing an academic paper
2. 雙向互動
3. Draft paper due
11/24
1. Analyzing and editing students’ term papers (draft)
2. 雙向互動
3. 繳交peer review output
12/01
1. Analyzing and editing students’ term papers (draft)
2. 雙向互動
12/08
1. Analyzing and editing students’ term papers (draft)
2. 雙向互動
12/15
1. Oral presentation
3. Revised paper due
12/22
1. Oral presentation
12/29
1. Oral presentation
2010/01/05
1. Oral presentation
01/12
1. Oral presentation
3. 繳交口頭報告評分表
4. 期末考週不停課
Oct.13: 電子資料庫對專業寫作之協助 (Utilizing e-resources at library) -- 許世原組長之協同教學
Any updating will be announced on e-learning and in class.
放棄智慧財產權、歡迎全貌轉錄引用。
(last updated September 15, 2009 by jsw; file name: F2009writing_syll.doc.)
Wenzao Ursuline College of Languages
Syllabus for the Fall Semester in 2009
壹、課程基本資料
課程名稱Course Title ：專題報告寫作 Professional Writing
開課學制School System ：
日間部 Day School 4-Year College
開課單位Department：
國際企業管理系Department of International Business Administration
授課教師Instructor：衛忠欣 (Jong-Shin Wei)
職稱Position Title：專任副教授Associate Professor
師生互動Instructor’s Contact Information：
1. 辦公室Office ：Z0513
2. 辦公室電話Office Phone Number：07-3426031 ext.6222
Also 0912-604-341
3. 電子信箱E-mail：jsw12011958@gmail.com
john@mail.wtuc.edu.tw
4. 約談時間Office Hours：12:10 pm ~ 2:50 pm, Tuesdays
3:10 pm ~ 4:50 pm, Thursdays
學分Credits：3 (學分)
選課別Category：【★】選修Elective Course
開課類別 Course Categories：【★】學期課 For Academic Semester
開課年級 Year Taught：4 (senior)
授課班級 Class Taught：UB4
科目概要Course Description：
本課程介於一般中文寫作與研究(論文)寫作之間。針對同學日後在商管企業之需要，由淺入深、循序漸進，介紹各類商業書信、備忘錄、中文履歷表、活動通告、企業或組織簡介、專題小品文、專案報告與學術性論文之寫作技巧。英文寫作不在本課程的教學範疇內。
This course fills the gap between general (or literature) writing and research writing. With the presumption that students will be working on various business sectors upon graduation, we would like to have them prepared for writing a short letter, a memo, a resume, an announcement, a company profile, a short essay, and a project report with confidence and in elegant style. Emphasis will be made on Chinese writing although occasionally samples in English will be provided.
課程目標Course Objectives：
1. 使學生增進中文專業寫作能力。
2. 透過同學的作業、取樣與同儕互評，介紹如何觀察、找出問題與釐清思緒。
3. 使學生養成搜集資料、動筆、批判性檢核、再修飾的寫作習慣。
Being able to write professionally in Chinese is the goal. Students will be trained to observe, identify or focus, conjecture, logically reason, organize thoughts, collect data, write up, think critically, and finally re-write. Various topics will be furnished and students have some (not much) freedom in topic selection. Peer review will be supplemented.
評量方式與評分比例分配Evaluation Criteria：
Active participation (i.e., answering and questioning) and assignments: 30%
Term paper draft version (font size 14; double-spaced; 8~15 pages): 20% (一人一組)
Effort in doing peer review: 15% (修改同學draft report; 口頭報告評分)
Term paper revised version (font size 14; double-spaced; 8~15 pages): 20% (一人一組)
Oral presentation: 15% (formality required)
課堂要求Course Requirements & Policies：
As we are excited (and expected) to utilize modern technology, lectures will be given via Word documents and PPT files. Those who blame using the projector for feeling sleepy should seriously consider transferring to colleges that still heavily use chalk talk. No chatting; no use of cellular phone in any way. Do not circulate materials (even if they are from our college) among students when the class is in session. [Do negotiate with me beforehand as talking for 50 minutes with no stop isn’t good to my health. I can lend you a few minutes for legitimate purposes.] Spontaneous interaction (such as questioning and answering) is expected and rewarded. All questions should be brought to the instructor.
啟動冷氣之權責，在於教師。目前係使用者付費。門窗宜關閉以防止麥克風相互干擾與窗簾布飄揚(影響螢幕光度)。負責管理冷氣卡的同學務必準時進教室、啟動冷氣，違者應受平時成績扣分之處分(理由：負面影響教與學之環境)。第一週將徵求課堂義工兩位，以平時成績為誘因。校園治安良好，授課中途，如需緊急如廁，一律由前門出入，義工確實造冊登記，也助於教師搜集研究資料。在第一屆學生離校後，授課中途尿遁之怪象，理應走入歷史。(已提示泌尿科、婦產科醫生診斷證明者，將不會被登記。)據本人數年觀察，本校正、副校長與多位主管(甚至本人)，年齡是同學的兩倍有餘，長期在冷氣房開會，未見有在70分鐘內如廁之需要。電影院的觀眾樣本，就更不用說了。
所有教材(含同學報告與作業)完全公開(請善用網路學園)。伏案小睡者，得視同缺席。如有業界專家前來協同教學，將適時微調若干授課進度。
預防傳染疾病之相關事宜，概依校方規定。
本課程如有 teaching assistant (TA)，另行公告。
報告與作業之繳交方式，另行公告。
教科書Textbooks：None. Samples and handouts will be prepared by enrolled students and the instructor.
務必養成至少每週兩次登入e-learning之閱讀習慣。
指定參考書目或網址References：務必善用去年的資料 To be added.
貳、課程內容與進度（Course Content & Schedule）
上課日期Date
1.單元名稱Units
2.授課方式Instructional Approaches
3.作業、報告考試或其他Assignments, Tests and Others
4.備註Remarks
09/15
1. Self-introducing, syllabus, ethics, exchanging view points, reporting teaching
evaluations (last year), and classroom setup (正取義工：陳佳琳、謝欣恬)
Overview
2. Sharing experience to motivate students; informal and hopefully delightful
3. No need to preview materials
09/22
1. Identifying bad writing samples
Biography
2. 雙向互動
3. Seating chart implemented
09/29
1. Email/short letter
Resume (in Chinese)
2. 雙向互動
3. Seating chart finalized
10/06
1. Memo
Announcement
News
Cover letter
Company profile
2. 雙向互動
10/13
1. Letter to apologize
Letter to solicit
Letter to threaten
Letter to compromise
Short essay
2. 雙向互動
4. 3:10 ~ 5:00 許世原組長協同教學：電子資料庫對專業寫作之協助
10/20
1. 文藻週停課
10/27
1. Project report
2.雙向互動
11/03
1. Academic paper
Structure and references style
2.雙向互動
11/10
1. Actual process of writing an academic paper
2. 雙向互動
4. 期中考週不停課
11/17
1. Actual process of writing an academic paper
2. 雙向互動
3. Draft paper due
11/24
1. Analyzing and editing students’ term papers (draft)
2. 雙向互動
3. 繳交peer review output
12/01
1. Analyzing and editing students’ term papers (draft)
2. 雙向互動
12/08
1. Analyzing and editing students’ term papers (draft)
2. 雙向互動
12/15
1. Oral presentation
3. Revised paper due
12/22
1. Oral presentation
12/29
1. Oral presentation
2010/01/05
1. Oral presentation
01/12
1. Oral presentation
3. 繳交口頭報告評分表
4. 期末考週不停課
Oct.13: 電子資料庫對專業寫作之協助 (Utilizing e-resources at library) -- 許世原組長之協同教學
Any updating will be announced on e-learning and in class.
放棄智慧財產權、歡迎全貌轉錄引用。
(last updated September 15, 2009 by jsw; file name: F2009writing_syll.doc.)
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